Simplify -8.6 + 2.3 + 1

-5.3
-7.3
-9.9

Answer:

A≈177.99

Step-by-step explanation:

Answer: No

Step-by-step explanation:

Finding equivalent ratios is just like finding equvalent fractions.

For Example: 3/6 = 1/2 that also means 3:6 will equal 1:2

Good Luck!

Answer:

0.66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666

Answer:

The range would be (-infinity,infinity)

Step-by-step explanation:

Range is the y values. And the y values are going up and down forever to infinity and negative infinity

Answer:

B . [tex]\frac{3 n}{n+3}[/tex]

Step-by-step explanation:

Arithmetic sequence:-

Step1:

Given sequence is [tex]\frac{3}{4} ,\frac{6}{5} ,\frac{9}{6} ,\frac{12}{7} ,\frac{15}{8}[/tex]

Above sequence taking numerator terms

3,6,9,12,15 are in arithmetic progression

First term a= 3 and difference d = 3

now n t h term of given sequence is

[tex]t_{n} =a+(n-1)d[/tex]

now substitute a =3 and d=3

[tex]t_{n} = 3+(n-1)3 = 3+3 n-3=3n[/tex]

Step2:-

Above sequence taking denominator

4,5,6,7,8...

here a=4 and d=1

[tex]t_{n} =a+(n-1)d[/tex]

[tex]t_{n} =4+(n-1)1[/tex]

[tex]t_{n}=3+n[/tex]

Final answer is the general term of given sequence is

[tex]t_{n} = \frac{3n}{3+n}[/tex]

Answer:

try this $25.98

Answer:

0

Step-by-step explanation:

Because the equation of this graph is y=-1, where this graph's slope is 0 and the y-intercept is -1.

Answer:

4x5=20               20 feet is the area

Step-by-step explanation:

The population 12 hours after the start of rush hour, which lasts 3 hours and the population doubles every 3 hours, would be 64,000,000 people. The population 12 hours after the start of the evening rush hour, which lasts 3 hours and the population is cut in half every 3 hours, would be 500,000 people.

To calculate the population 12 hours after the start of rush hour, which lasts 3 hours, we need to find the number of doubling periods that occur within that time frame. Since the population doubles every 3 hours, there are 12/3 = 4 doubling periods.

Each doubling period results in the population doubling, so if the population starts at 4,000,000 people, after 4 doubling periods it would be 4,000,000 × 2⁴ = 64,000,000 people.

To calculate the population 12 hours after the start of the evening rush hour, which lasts 3 hours and the population is cut in half every 3 hours, we need to find the number of halving periods that occur within that time frame. Since the population is cut in half every 3 hours, there are 12/3 = 4 halving periods.

Each halving period results in the population being cut in half, so if the population starts at 8,000,000 people, after 4 halving periods it would be 8,000,000 × (1/2)⁴ = 500,000 people.

Involves calculating probabilities of drawing marbles from a bag. Simply put, probability is the likelihood that something will occur. When we're not sure how something will turn out, we can discuss the likelihood of different outcomes, or their probabilities. Statistics is the study of events that follow a probability distribution. This problem requires the usage of probability.

The outcomes more likely than not when drawing two marbles from the bag without replacement:

Pulling a yellow marble then a green marble (Probability calculation: (2/9) * (4/8) = 1/9)

Pulling a green marble then a yellow marble (Probability calculation: (4/9) * (2/8) = 1/9)

There are 9 tiles in total. With 'P' appearing twice, the chance of drawing 'P' (2/9) is more than 50%, making it more likely than not.

let's break it down step by step.

First, let's find out how many tiles there are for each letter:

- I: 1

- M: 1

- P: 2

- O: 1

- S: 1

- B: 1

- L: 1

- E: 1

Total number of tiles = 1 (I) + 1 (M) + 2 (P) + 1 (O) + 1 (S) + 1 (B) + 1 (L) + 1 (E) = 9 tiles

Now, let's find out the probability of each letter being drawn:

- Probability of drawing I: 1/9

- Probability of drawing M: 1/9

- Probability of drawing P: 2/9

- Probability of drawing O: 1/9

- Probability of drawing S: 1/9

- Probability of drawing B: 1/9

- Probability of drawing L: 1/9

- Probability of drawing E: 1/9

Now, let's calculate the probability of drawing a letter that appears more than once.

In this case, the letter 'P' appears twice. So, the probability of drawing a 'P' is 2/9.

Now, let's determine which outcomes are more likely than not.

The probability of an event being more likely than not is greater than 50%.

From our calculations, the probability of drawing 'P' (2/9) is greater than 50%, making it more likely than not to draw 'P'.

Thus, the outcome of drawing 'P' is more likely than not.

Answer: 32 sides

Step-by-step explanation:

Formula for interior angle of a polygon = ( n - 2 )180°, where n is the number of sides of the polygon

Now equate the formula to 5400°

( n - 2 ) × 180° = 5400°

open bracket by multiply by 180°

180n° - 360° = 5400°

          180n° = 5400° + 360°

          180n° = 5760

                 n = ⁵⁷⁶⁰/₁₈₀

                 n = 32

so the polygon has 32 sides

Answer: x = -2

Step-by-step explanation: To solve for x, in the equation you see here, our goal is to get x by itself.

Our first step will be to isolate the term containing x which in this case is 4x. To isolate 4x, we have to get rid of the +3 by subtracting 3 from both sides of the equation. On the left, +3 and -3 cancel out and we're left with 4x. On the right, -5 - 3 simplifies to -8.

Now we have the equation 4x = -8.

To get x by itself, we divide both sides of the equation by 4. On the left, the 4's cancel and on the right, -8 divided by 3 is -2 so x = -2

x = -2

4x + 3 = −5

Step 1: Subtract 3 from both sides

4x + 3 − 3 = −5 − 3

4x = −8

Step 2: Divide both sides by 4

4x / 4 = -8 / 4

x = -2

Answer:

(1 / 13 , 0.5769)

Step-by-step explanation:

I hope that I solved it correctly

the numbers are a bit ugly though

Answer: [tex]6+x[/tex]

Step-by-step explanation:

In mathematics,  the "Bar models" are used to represent known an unknown quantities and they are very useful to solve problems that involve Addition, Subtraction, Multiplication and Division.

For this exercise you need to analize the data given and observe the bar model provided in the picture attached.

In this case, you can identify two parts in the bar model. These are:

[tex]6[/tex] and [tex]x[/tex]

Then, knowing those parts, you need to find the whole.

You can notice in the bar model that, if you combine (or add) the bars that represent [tex]6[/tex] and the bar that represents [tex]x[/tex], you will obtain the whole bar.

So, you can identify that the bar model represents an Addition.

Therefore, based on the explained before, you can conclude that the algebraic expression shown in the given bar model is the following:

[tex]6+x[/tex]

Answer:

1661.4

Step-by-step explanation:

13000 x 0.1278=1661.4

If $1 US Dollars is equivalent to .1278 Chinese yuan, converting $13,000 to yuan gives us: 1,661.4 yuan

A currency's exchange rate is defined as the value of one currency in relation to another currency,

We are told that the exchange rate is expressed as:

$1 US Dollars is equivalent to 0.1278 chinese yuan

We can rewrite this as:

0.1278 chinese yuan =  $1 US Dollars

Thus:

$13000 = (13000 * 0.1278)/1

= 1,661.4 yuan

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We know there is a total of 100 cups of tea sold and that there are two types of teas involved.

x = tea 1

y = tea 2

We can set up two equations and use substitution to solve:

x + y = 100 cups of tea sold total

One of the teas sold 5 times as much as the other. Let's believe that this was tea 1:

x = 5y (5 times as much means multiplication, and 'other' means y)

If x = 5y, then this must be true for the first equation. So we'll test this by plugging it in:

5y + y = 100

6y = 100

y = about 16.67

Now we can use this number to solve for x in the original equation:

x + 16.67 = 100

x = 83.33

Answer:

Step-by-step explanation:

the anser is A

The probability that one of these students is male and dislikes peas would be 32 %.

Probability refers to a possibility that deals with the occurrence of random events.

The probability of all the events occurring need to be 1.

We can find using the given information.

We have the number of female students that like peas is 64, and the total number of students is 200. That gives us the following fraction.

64/200

Now, turn this into a percentage by making the denominator 100. Which is done by dividing the numerator and denominator each by 2, since the denominator is 100.

32/100 = 32%

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Answer:

Step-by-step explanation:

population of Seminole tribe is 1/4 the population of the Navajo tribe.

the population of the Seminole tribe is 224,000.

let x represent the population of the Navajo tribe

224,000 = 1/4x

224,000 * 4 = x

896,000 = x <===

Answer:

50?

Step-by-step explanation:

8+12+27=50

1+3+4=8

The missing numbers in the sequence are 10 and 17. The complete sequence is 8, 10, 15, 20, 26, 33, 17, following an alternating difference pattern.

To find the missing numbers in the sequence, let's observe the pattern between the given numbers:

8, __, 15, 20, 26, 33, __

Looking at the differences between consecutive terms, we notice the following pattern:

15 - 8 = 7

20 - 15 = 5

26 - 20 = 6

33 - 26 = 7

We see that the differences alternate between 7 and 5. So, following this pattern, the missing numbers should continue this alternating difference.

The missing numbers are:

8 + 7 = 15

15 - 5 = 10

10 + 7 = 17

So, the missing numbers are 10 and 17.

Therefore, the sequence is: 8, 10, 15, 20, 26, 33, 17.

Complete Question:

What are the missing numbers in the sequence 8 __ , 15 ,20 ,26 ,33 ,__?

Answer:

876997# nebulated ny 653 answere is simple 2

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

c=32.13

Step-by-step explanation:

The value of C of the equation 15.3= C/2.1 is 32.13.

Two algebraic expressions having same value and symbol '=' in between are called as an equation.

Given equation:

15.3= C/2.1

To find the value of C:

Using cross multiplication,

C = 15.3 x 2.1

Solving,

C = 32.13

Therefore, the value of C = 32.13

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Answer:

d

Step-by-step explanation:

The correct Equation is P x (1 + 0.272/12)¹² + 96 = P x (1 + 0.303/12)¹².

APR is the price of using a credit card to borrow money. It is the annual interest rate that you will be charged if you carry a balance, and it frequently varies between credit cards.

For example, you may have one card with an APR of 9.99% and another with an APR of 14.99%.

Given:

Payments are done per month.

So, need to be converted to monthly figures.

APR per month = 27.2% /12

As, 1 year= 12

= P x (1 + 0.272/12)¹² + 96

Credit Card B deal over a year

= P x (1 + 0.303/12)¹²

Thus, the Principal for both cards to offer the same deal will be

P x (1 + 0.272/12)¹² + 96 = P x (1 + 0.303/12)¹²

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If There is a math equation you can use math-way.

Also it would help if you can take a better picture.

Once you take a better picture I promise i will try my best to answer the question.

Answer:

2 books cause if the total is around 49 dollars 21 is rounded to be half

Step-by-step explanation:

For the statements option, A and E is correct about the x-intercepts of quadratic functions.

A polynomial function that has one or more variables and a variable having a maximum exponent of two is said to be quadratic. It is also known as the polynomial of degree 2 since the second-degree term is the greatest degree term in a quadratic function. At least one term in a quadratic function must be of the second degree. It has algebraic properties.

Given statements about  the x-intercepts of quadratic functions,

the expression of a quadratic function is given by,

ax² + bx + c = 0

the values of x are the zeroes of the quadratic functions, which is also known as the x-intercept.

since the degree of the polynomial is 2 so there will be at least two values for the x-intercept.

the x-intercept is the point on the x coordinate where the value of y is zero.

and let x = a be an x-intercept so the factor of function is (x - a).

Hence options A and E are correct.

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Answer:

the answer is the second one

Answer:

Yes! You are correct!! Just add the unit ($).

Step-by-step explanation:

Although this question was asked a while ago, it's better to leave it answered rather than leaving it unanswered.

In this question, we are told that Carl earned $25 from mowing lawns on Friday. Carl also earned some amount of money from raking leaves for 3 hours. In the end, he spends 12 dollars on the movies. We need to find out how much money he has left.

Since he earns 6 dollars an hour for raking leaves, we can multiply $6 by 3 hours to get $18 for raking leaves for 3 hours.

We can add this to his earnings on Friday, which will get us $43 as his total balance.

He then spends 12 dollars, so we subtract 12 from 43. This means Carl will only have $31 left.

Hence, your answer is correct! Just don't forget the unit. Have a great day!!! :)

The surface area of the cylindrical gift box given radius (3x+4) and height 3 times the radius, when calculated and simplified, results in the polynomial[tex]6\pi x^2 + 24\pi x + 32\pi[/tex]  in standard form.

The surface area of a cylinder is calculated by the formula 2πr(h + r), where r is the radius and h is the height of the cylinder. Given the radius r = 3x+4 and the height h = 3*r which is 3*(3x+4), you can substitute these values into the formula. So, the surface area, A = 2π(3x+4)[3*(3x+4) + (3x+4)].

Simplifying, we get A = 6πx(3x+4)+8π*(3x + 4). This can be further simplified into [tex]A = 6\pi x^2 + 24\pi x + 32\pi[/tex], which is the surface area of the cylinder in terms of the variable x in standard form.

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