Answer:
[tex]\frac{45-b}{25}[/tex]
Step-by-step explanation:
given
45 = 25m + b ( isolate the term in m by subtracting b from both sides )
45 - b = 25m ← divide both sides by 25
[tex]\frac{45-b}{25}[/tex] = m
Choose as many answers as apply.
When purchasing a car, three sources for determining the manufacturer's invoice for the basic vehicle include:
libraries
newspaper advertisements
bookstore
various web sites
When purchasing a car, consider using libraries, newspaper advertisements, and various websites to determine the manufacturer's invoice.
When purchasing a car, three sources for determining the manufacturer's invoice for the basic vehicle include:
Libraries
Newspaper advertisements
Various websites
Utilizing these sources can help buyers obtain accurate pricing information before making a purchase decision.
The sources for determining the manufacturer's invoice for the basic vehicle include:
- Libraries
- Various websites
When purchasing a car, determining the manufacturer's invoice price for the basic vehicle can be crucial for negotiating a fair deal. Libraries offer access to automotive reference materials and pricing guides, providing reliable information on invoice prices. Similarly, various websites dedicated to car pricing, such as manufacturer websites, automotive research sites, and online marketplaces, offer up-to-date invoice pricing data. These sources compile information from manufacturers and dealerships, ensuring accuracy and comprehensiveness. Newspaper advertisements and bookstore resources, however, typically focus more on retail prices and promotions rather than invoice pricing. Therefore, while they may provide some insight into car pricing trends, they are not typically the primary sources for determining the manufacturer's invoice price. Utilizing libraries and online resources ensures consumers have access to accurate and detailed invoice pricing information, empowering them to make informed decisions when purchasing a car.
please help ^-^ 1. 23 = x – 9.5 2.12 = k – 4.3
Answer:
1. 32.5
2. 16.3
Step-by-step explanation:
This is algebra. We need to find the unknown values.
1. 23 = x – 9.5
Adding 9.5 on both sides of the equation
23 + 9.5 = x – 9.5 + 9.5
32.5 = x
∴ x = 32.5
2. 12 = k – 4.3
Adding 4.3 on both sides of the equation
12 + 4.3 = k – 4.3 + 4.3
16.3 = k
∴ k = 16.3
I really need help plzzzzz
ANSWER
D. rotation, translation, reflection
EXPLANATION
Dilation is not a rigid motion.
When the triangle is dilated the image triangle may become bigger ( magnification) or smaller (reduction).
When the scale factor is negative 1, a congruent triangle is obtained.
Hence dilation will not always produce a congruent triangle.
Rotation, reflection and translation are rigid motions and hence will always produce a congruent triangle.
I need help with 6, 7, and 8.
[tex]cos\ u=-\dfrac{15}{15}\implies sin\ u=\dfrac{\sqrt{210}}{15}\\\\sin\ v=-\dfrac{5}{13}\implies cos\ v=-\dfrac{12}{13}[/tex]
6.Answer: [tex]\bold{\dfrac{12\sqrt{15}+5\sqrt{210}}{195}}[/tex]
Step-by-step explanation:
[tex]cos(u+v)=cosu\cdot cosv-sinu\cdot sinv\\\\.\qquad\qquad=\dfrac{-\sqrt{15}}{15}\cdot \dfrac{-12}{13}-\dfrac{\sqrt{210}}{15}\cdot \dfrac{-5}{13}\\\\\\.\qquad\qquad=\dfrac{12\sqrt{15}}{195}+\dfrac{5\sqrt{210}}{195}\\\\\\.\qquad\qquad=\boxed{\dfrac{12\sqrt{15}+5\sqrt{210}}{195}}[/tex]
7.[tex]\bold{\dfrac{-12\sqrt{210}-5\sqrt{15}}{195}}[/tex]
Step-by-step explanation:
[tex]sin(u-v)=sinu\cdot cosv-cosu\cdot sinv\\\\.\qquad\qquad=\dfrac{\sqrt{210}}{15}\cdot \dfrac{-12}{13}-\dfrac{-\sqrt{15}}{15}\cdot \dfrac{-5}{13}\\\\\\.\qquad\qquad=\dfrac{-12\sqrt{210}}{195}-\dfrac{5\sqrt{15}}{195}\\\\\\.\qquad\qquad=\boxed{\dfrac{-12\sqrt{210}-5\sqrt{15}}{195}}[/tex]
8.Answer: [tex]\bold{-\dfrac{19}{67}}[/tex]
Step-by-step explanation:
[tex]tan\ u=-\dfrac{3}{4}\\\\cos\ v=-\dfrac{12}{13}\implies tan\ v=\dfrac{5}{13}\\\\\\\\tan(u+v)=\dfrac{tan\ u+tan\ v}{1-tan\ u\cdot tan\ v}\\\\\\.\qquad\qquad=\dfrac{\frac{-3}{4}+\frac{5}{13}}{1-(\frac{-3}{4}\cdot \frac{5}{13})}\\\\\\.\qquad\qquad=\dfrac{\frac{-39}{52}+\frac{20}{52}}{\frac{52}{52}+\frac{15}{52}}\\\\\\.\qquad\qquad=\boxed{-\dfrac{19}{67}}[/tex]
Which equation is equivalent of log x^36 =2
What are the other equations to compare it to ?
Answer:
here x =6
which gives equivalent equation
[tex]log_{6} 36 = 2[/tex]
Step-by-step explanation:
[tex]log_{x} 36 = 2[/tex]
36 = [tex]x^{2}[/tex]
solving it we get ,
x =+6 and x =-6
since x is the base of log so it cannot be negative
therefore x =6
therefore this equation can be
[tex]log_{6} 36 = 2[/tex]
fill in the blank to make the two fractions equivalent.
[tex] \frac{7 }{9} = \frac{?}{36} [/tex]
The mean of the data set is 40 and one standard deviation is 5. About what percent of the numbers fall between 35 and 50?
53.2%
68.2%
77.4%
81.8%
Answer:
The correct option is D. 81.8%
Step-by-step explanation:
Mean of the data set is given to be 40
⇒ μ = 40
Standard deviation of the data set is given to be 5
⇒ σ = 5
Now we are supposed to find out what percent of the numbers fall between 35 and 50
[tex]\implies z =\frac{x-\mu}{\sigma}[/tex]
Now for P(35 < x < 50) :
Substitute x = 35 ⇒ z = -1
Substitute x = 50 ⇒ z = 2
So, P(-1 < z < 2) = P(z < 2) - P(z < -1)
⇒ P(-1 < z < 2) = 0.9772 - 0.1587
⇒ P(-1 < z < 2) = 0.8185
⇒ P(-1 < z < 2) = 81.8%
Therefore, 81.8% percent of the numbers fall between 35 and 50
Hence, The correct option is D. 81.8%
PLZ HELP MEE thxxx :)
What value is equivalent to 13 − 2(1 − 15) ÷ 4?
A) -38.5
B) -26
C) 7.25
D) 20
ANSWER
D) 20
EXPLANATION
The given expression is
13 − 2(1 − 15) ÷ 4
Use PEDMAS,
Deal with the parenthesis first.
[tex]13 - 2( - 14) \div 4[/tex]
This gives us,
[tex]13 + 28 \div 4[/tex]
Next Divide :
[tex]13 + 7[/tex]
Next add to obtain,
[tex]20[/tex]
The correct choice is D.
which expressions are equivalent to the one above?
Answer:
B C and E
Step-by-step explanation:
A is not. -4x/1 is not the same as -1*x/4
B works. The minus sign is taken outside the brackets and 1/4 is put in the brackets. Nothing illegal has been done.
C works. 3 and -x have been put over a common denominator.
D wrong. Were did the minus sign go?
E works
I need help in this!!!!!
Answer:
B.) m∠3 would need to be doubled
Step-by-step explanation:
since AC and BD are parrallel, the angles would have to match up - meaning - if the m∠6 side is doubled then the m∠3 side need to be doubled as well -
hope this helps!!
which rule matches the function shown on the table?
Answer:
First of all the rate of change is -2, so the answer would be y = x - 2
-8x – 17 = -4(2x – 1) – 21
Answer:
infinite solutions
Step-by-step explanation:
Distribute the left side and simplify
- 8x - 17 = - 8x + 4 - 21
- 8x - 17 = - 8x - 17
Since both sides are equal the equation has infinite solutions
ASAP‼️‼️‼️
Simplify the expression (x)^2(2xy^3)^5
A. 10x^3y^8
B. 32x^7^15
C. 32x^7y^8
D. 2x^3y^15
[tex]x^{2} (2xy^3)^5\\x^2(32x^5y^15)\\32x^7y^15[/tex]
your answer is B
The ratio of lifting force to area is equivalent for all pairs in the table what are the values of x and y?
The values of x and y are x = 375 square feet and y = 6,300 pounds
To find the values of x and y, we need to determine the ratio of lifting force to area and use it to fill in the missing values in the table.
Given:
- The ratio of lifting force to area is equivalent for all pairs in the table.
Let's calculate the ratio for the given pairs:
1. [tex]\( \frac{125}{1875} = \frac{150}{2250} = \frac{175}{2625} = \frac{250}{3750} \)[/tex]
2. [tex]\( \frac{250}{3750} = \frac{x}{5625} \)[/tex]
3. [tex]\( \frac{250}{3750} = \frac{420}{y} \)[/tex]
From the given pairs, we can observe that the ratio is [tex]\( \frac{250}{3750} \)[/tex] for all of them.
Now, using this ratio, we can find the missing values:
2. [tex]\( \frac{250}{3750} = \frac{x}{5625} \)[/tex]
[tex]\[ x = \frac{250 \times 5625}{3750} = 375 \, \text{square feet} \][/tex]
3. [tex]\( \frac{250}{3750} = \frac{420}{y} \)[/tex]
[tex]\[ y = \frac{3750 \times 420}{250} = 6300 \, \text{pounds} \][/tex]
Therefore, the correct values are:
[tex]\[ x = 375 \, \text{square feet} \][/tex]
[tex]\[ y = 6300 \, \text{pounds} \][/tex]
So, the correct answer is: [tex]\[ \text{Option D: } x = 375 \, \text{square feet} \, \text{and} \, y = 6300 \, \text{pounds} \][/tex]
Complete question:
The area of an airplane's wings is related to the airplane's lifting force, which holds the airplane in the air. The table below lists several wing areas and the corresponding lifting forces. The ratio of lifting force to area is equivalent for all pairs in the table. What are the values of x and y?
AIRPLANE LIFTING FORCE Area of Wings Lifting Force
125 1,875
150 2250
175 2625
250 3750
x 5625
420 y
x = 375 square feet and y = 7,500 pounds
x= 335 square feet and y = 6,300 pounds
x= 335 square feet and y = 7,500 pounds
x = 375 square feet and y = 6,300 pounds
What is the y-coordinate of the solution of the system of equations? {y=3x−262x−y=19 Enter your answer in the box.
Answer:
y = -5Step-by-step explanation:
[tex]\left\{\begin{array}{ccc}y=3x-26&(1)\\2x-y=19&(2)\end{array}\right\\\\\text{Substitute (1) to (2):}\\\\2x-(3x-26)=19\\2x-3x+26=19\qquad\text{subtract 26 from both sides}\\-x=-7\qquad\text{change the signs}\\x=7\\\\\text{Put the value of x to (1):}\\\\y=3(7)-26=21-26=-5[/tex]
Answer:
y=-5
Step-by-step explanation:
I did the text
solve for y 48= 8/3y
Answer:
y = 18
Step-by-step explanation:
To find the value of y, you must multiply the fraction 8/3 by its reciprocal 3/8 to both sides. That means you do 48 times 3/8 to get your y value. Once you multiply you get 144/8 which simplifies to 18.
which of the following is an arithmetic sequence 1,5,25,625 -4,-7,-10,-13,16 2,5,10,15 3,-3,3,-3,3
Answer:
The correct answer is -4,-7,-10,-13,-16
Step-by-step explanation:
a=-4
-4+t=-7
t=-7+4
t=-3
which is true for all values.
Arithmetic sequences are sequences with a constant difference between terms. The given sequences were analyzed to identify arithmetic sequences.
An arithmetic sequence is a sequence of numbers in which the difference between consecutive terms is constant. To identify an arithmetic sequence ,, we look for a common difference between terms. Let's analyze each sequence:
1, 5, 25, 625: This is an arithmetic sequence because each term is obtained by multiplying the previous term by 5.-4, -7, -10, -13, 16: This is not an arithmetic sequence as the difference between terms is not constant.2, 5, 10, 15: This is not an arithmetic sequence as the difference between terms is not constant.3, -3, 3, -3, 3: This is not an arithmetic sequence as the difference between terms is not constant.Theos kitchen is 192 square feet. a blueprint of his kitchen is created with the scale 1 inch : 4 feet. what is the area of the kitchen on the blueprint
Answer:
12 square inches
Step-by-step explanation:
The scale of an area is the square of the scale of a linear measurement.
The scale of the areas is (1 inch)^2 : (4 feet)^2 which is the same as
1 inch^2 : 16 feet^2
192/16 = 12
12 inch^2 : 192 feet^2
Answer: 12 square inches
y=-8x-12.Interpret the y-intercept and the slope
Step-by-step explanation:
Slope-intercept form: y=mx+b
The slope is 8. This means that 8 multiplied by x is the slope of the line, and if there was no y-intercept then the first point would be (1,8) so 8 would be unit rate.
The y-intercept is -12. This means that though the slope of the line would still be 8, you move the point down on the y-axis by 12. The y-coordinate will always be 12 less than 8 times x
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Answer:
Order of Success rate A, B, C
Step-by-step explanation:
The table shows the field goal statistics for three different kickers.
Kicker A
Field goals attempted = 14
Field goals made = 12
Success rate = 12/14 = 0.857
Kicker B
Field goals attempted = 18
Field goals made = 15
Success rate = 15/18 = 0.833
Kicker C
Field goals attempted = 24
Field goals made = 19
Success rate = 19/24 = 0.792
Order of Success rate A, B, C
Answer:
A,B,C is the order from least to greatest
Plz help me!!!!!!!!!!
Answer:
B) irrational
Step-by-step explanation:
It can not be imaginary, because imaginary numbers are √(negative number).
It can not be rational, because the cube root of 11 can not be displayed as a repeating or ending number (it's 2.22398009... by the way).
The only option is irrational.
Answer: irrational
Step-by-step explanation:
[tex]\sqrt[3]{11} = 2.2239800905693152........\\\\\text{It has a decimal that never terminates (ends) or r e p e a t s, so it is an}\\\text{irrational number.}[/tex]
Given: circle k(O), mAB =(6x−50)°, m∠BCA=(2x)°
Find: m∠BAC
Answer:
40°
Step-by-step explanation:
arc AB has twice the measure of the inscribed angle BCA that intercepts it, so we have the relation ...
(6x-50)° = 2(2x)°
2x -50 = 0
2x = 50
So, angle BCA has measure 50°. Since AC is a diameter, angles BCA and BAC are complementary. Thus ...
m∠BAC = 90° - m∠BCA = 90° - 50°
m∠BAC = 40°
In two or more complete sentences, explain how to solve the cube root equation, .^3√x-1+2=0
Answer:
[tex]x= -7[/tex]
Step-by-step explanation:
We need to solve the following root equation:
[tex]\sqrt[3]{x-1} + 2 = 0[/tex]
1. First, we need to add minus two to both sides of the equation:
[tex]\sqrt[3]{x-1}= -2[/tex]
2. Elevate each side of the equation to the power of 3:
[tex]x-1= -8[/tex]
3. Solve for 'x':
[tex]x= -8 + 1[/tex]
[tex]x= -7[/tex]
Therefore, the result is:
[tex]x= -7[/tex]✔️
For which intervals is the function increasing?
Select each correct answer.
Answer:
The function increase between 0 and 1, and from 2 to infinity.
Step-by-step explanation:
Any one variable function f(x) increases when f(x2) is greater than f(x1), where x2 is greater than x1. For example, in the plot it can be seen that for x2 = 1, f(x2) = 1 and for x1 = 0, f(x1) = 0. So, between points 0 and 1, the function increase. Also, from 2 onwards, the function increase their values.
52) (−18)(7) = A) −120 B) −126 C) 120 D) 126
Answer:
B
Step-by-step explanation:
Just multiply it, which multiplies up to -126.
Answer:
Positive 126
Step-by-step explanation:
Because if you multiply a positive with a negative it becomes positive. So -18*7 would equal positive 126
Each week your science teacher gives a fifteen-point quiz. Your current scores are shown in the table. What is your mean quiz score?
15 11 10 11 14 10 15 10 12
12
mean is adding all the terms and dividing by number of terms so once you add them all you be 108 and then divide by 9 giving you the mean, 12
Answer:
The mean should be 12.
Step-by-step explanation:
To find the mean of a range of numbers, you must simply add all of the numbers together and divide by how many numbers there are in the group.
In this case, I did 15+11+10+11+14+10+15+10+12, which came to be 108. I divided that by 9, since there are nine numbers, which gave me 12.
Hopefully this helps!
Help me !! Accidentally checked in
Answer:
27 is correct.
Step-by-step explanation:
Answer: a) 27
Step-by-step explanation:
[tex]81^{\frac{3}{4}}=(3^4)^{\frac{3}{4}}=3^{\frac{12}{4}}=3^3=3\cdot 3\cdot 3=\boxed{27}[/tex]
Which of the following transform equals y= x^2 to the graph of y=(x+5)^2?
A: a translation 5 units to the right
B: a translation 5 units to the left
C: a translation 5 units down
D: a translation 5 units up
b. because x had to do with the line that goes across. so in that case it would be 5units to the left
Answer:
1st question: B 2nd question: C
Step-by-step explanation:
2021 Edge
Convert 32º 15’ 45” to decimal
Answer:
[tex]32.2625\°[/tex]
Step-by-step explanation:
we know that
[tex]1\°=60'[/tex]
[tex]1'=60''[/tex]
we have
[tex]32\°\ 15'\ 45''[/tex]
convert to decimal
step 1
Convert seconds to minutes
[tex]45''=45/60=0.75'[/tex]
so
[tex]32\°\ 15'\ 45''=32\°\ 15.75'[/tex]
step 2
convert minutes to grades
[tex]15.75'=15.75/60=0.2625\°[/tex]
so
[tex]32\°\ 15.75'=32.2625\°[/tex]
To convert 32° 15′ 45″ to decimal degrees, you use the formula DD = Degrees + (Minutes/60) + (Seconds/3600), resulting in 32.2625°.
To convert the angle of 32° 15′ 45″ from degrees, minutes, seconds (DMS) to decimal degrees (DD), you can use the following formula:
DD = Degrees + (Minutes/60) + (Seconds/3600).
In this case:
Start with the degrees: 32°
Convert the minutes: 15′ is equal to 15/60 degrees
Convert the seconds: 45″ is equal to 45/3600 degrees
Add them all up: 32 + 0.25 + 0.0125 which equals 32.2625°
At a middle school, 39% of the students jog and 35% of the student do aerobic exercise. One out of every five students who do aerobic exercise also jogs.
what's the question????