A golf course charges a cart fee of $5 for members and $10 for nonmembers. Last Sunday, the number of members with carts was at least twice the number of nonmembers. The golf course had collected at most $300 in cart fees.
If x is the number of members and y is number of nonmembers. Using the inequalities below, tell which graph represents the possible solution for the number of each kind of golfer?

The concepts that we use are

1. circumcenter of the circle.

b. Area of the circle  

c. Area of the circle

d. Circumference of the circle.

The circumference of a circle is the distance around its outer boundary, while the area of a circle is the total space enclosed within its boundary.  

The formula we use in a given problem depends on the context of the problem the following situations can be understood as follows

Here we have 5 situations

a. The distance around a circular track.

Here to find the distance around the circular track we need to calculate the perimeter of the circular track i.e circumcenter of the circle.

b. The total number of equally-sized tiles on a circular floor.

The total size of tiles on the circular floor represents the area of the circle. Hence we need to use the area of the circle  

c. The amount of oil it takes to cover the bottom of a frying pan.

The amount of oil that spread on the bottom of the pan will equal the area of the circular surface of the pan

Hence, we need to use the Area of the circle

d. The distance your car will go with one turn of the wheels.

The distance will cover by the wheel will equal to boundary line around the wheel hence, we need to use the circumference of the circle.

Therefore,

The concepts that we use are

1. circumcenter of the circle.

b. Area of the circle  

c. Area of the circle

d. Circumference of the circle.

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Complete Question:

For each quantity, decide whether circumference or area would be needed to calculate it. Explain or show your reasoning.

a. The distance around a circular track.

b. The total number of equally-sized tiles on a circular floor.

c. The amount of oil it takes to cover the bottom of a frying pan.

d. The distance your car will go with one turn of the wheels.

Answer:

1 year.

Step-by-step explanation:
First set up the equation for each tree

Tree A = 6 + 18x

Tree B = 3 + 21x

Since we want to find how long it would take the tree to be same height just set the equation equal to each other.

6+18x = 3+21x

Now you can just solve it by isolating x.

First, subtract 18x from both sides so that we can have just one x and coefficient.

6 = 3 + 3x

Then, subtract 3 from both sides to isolate the x.

3 = 3x

Next, divide both sides by 3.

1 = x

X means the years and so that means it would take just 1 year for the trees to be same height.

The basis of the subspace of R4 defined by the equation3x1​−9x2​+2x3​−3x4​=0 is  {(3, 1, 0, 0), (-2/3, 0, 1, 0), (1, 0, 0, 1)}

A basis of the subspace of R4 defined by the equation 3x1​−9x2​+2x3​−3x4​=0 can be found by solving the equation for one of the variables in terms of the others and then writing the general solution as a linear combination of vectors.

First, solve the equation for x1 in terms of the other variables:

3x1 = 9x2 - 2x3 + 3x4

x1 = 3x2 - (2/3)x3 + x4

Next, write the general solution as a linear combination of vectors:

(x1, x2, x3, x4) = (3x2 - (2/3)x3 + x4, x2, x3, x4)

= x2(3, 1, 0, 0) + x3(-2/3, 0, 1, 0) + x4(1, 0, 0, 1)

Finally, the basis of the subspace is the set of vectors that make up the linear combination:

{(3, 1, 0, 0), (-2/3, 0, 1, 0), (1, 0, 0, 1)}

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Answer:

a) When we say "like terms", we mean terms that have the same variables and/or exponents.

b) When we say "combining like terms", we mean adding or subtracting terms with the same variables, so that the two terms become one term.

c) An example of combining like terms is: 6x + 3x = 9x.

The expanded form of the given expression is x^2 - 64.

The distributive property states that for any two numbers a and b, a(b+c) = ab + ac. This means that you can multiply a number by the sum of two numbers and get the same result as when you multiply that number by each of the two numbers separately and then add the two products together.

To expand the given expression, we need to use the distributive property. The distributive property states that a(b + c) = ab + ac. Applying this property to the given expression, we get:

(x + 8)(x - 8) = x(x - 8) + 8(x - 8)

Next, we need to distribute the x and 8 to the terms inside the parentheses:

x(x - 8) + 8(x - 8) = x^2 - 8x + 8x - 64

Finally, we can simplify the expression by combining like terms:

x^2 - 8x + 8x - 64 = x^2 - 64

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The value of fy(1,1) is 5.5 with one decimal digit on the right side of the decimal point.

To find the value of fy(1,1), we need to first find the partial derivative of f(x,y) with respect to y. This is done by treating x as a constant and taking the derivative with respect to y.

The partial derivative of f(x,y) with respect to y is:
fy(x,y) = (1/2)(4x2 - 2y + 7x4y5)-1/2 (-2 + 35x4y4)

Now we can plug in the values of x=1 and y=1 into the partial derivative to find the value of fy(1,1):
fy(1,1) = (1/2)(4(1)2 - 2(1) + 7(1)4(1)5)-1/2 (-2 + 35(1)4(1)4)
fy(1,1) = (1/2)(4 - 2 + 7)-1/2 (-2 + 35)
fy(1,1) = (1/2)(9)-1/2 (33)
fy(1,1) = (1/2)(1/3)(33)
fy(1,1) = 5.5

Therefore, the value of fy(1,1) is 5.5 with one decimal digit on the right side of the decimal point.

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The person had died approximately 5 hours and 10 minutes before the coroner's examination.

Using the formula, t=−10 log10(T-R/95.6-R), we can calculate the elapsed time since death.

Given that T = 83.5°F, R = 75°F and t is the elapsed time since death in hours, we can calculate the elapsed time.

t = -10 log10(83.5-75/95.6-75)

t = -10 log10(8.5/20.6)

t = -10 * 0.517 = -5.17 hours

Therefore, the person had died approximately 5 hours and 10 minutes before the coroner's examination.

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The elements of the matrix are: A² – 2A + I = | 0 0 -1 | | 0 25 0 | | 2 0 -1 |. To compute A² – 2A + I, we need to first find A², then multiply A by 2, and finally add the identity matrix I to the result.

The identity matrix I is a matrix with 1s on the main diagonal and 0s elsewhere.

A² = A * A = | 1 0 -1| * | 1 0 -1| = | 1*1+0*0+(-1)*2  1*0+0*(-4)+(-1)*0  1*(-1)+0*0+(-1)*2 |
             | 0 -4 0|   | 0 -4 0|   | 0*1+(-4)*0+0*2  0*0+(-4)*(-4)+0*0  0*(-1)+(-4)*0+0*2 |
             | 2 0 2|    | 2 0 2|    | 2*1+0*0+2*2  2*0+0*(-4)+2*0  2*(-1)+0*0+2*2 |

      = | 1 0 -3 |
        | 0 16 0 |
        | 6 0 2 |

2A = 2 * | 1 0 -1| = | 2 0 -2|
        | 0 -4 0|   | 0 -8 0|
        | 2 0 2|    | 4 0 4|

I = | 1 0 0 |
   | 0 1 0 |
   | 0 0 1 |

A² – 2A + I = | 1 0 -3 | - | 2 0 -2 | + | 1 0 0 | = | 1-2+1  0-0+0  -3-(-2)+0 |
             | 0 16 0 |   | 0 -8 0 |   | 0 1 0 |   | 0-0+0  16-(-8)+1  0-0+0 |
             | 6 0 2 |    | 4 0 4 |    | 0 0 1 |   | 6-4+0  0-0+0  2-4+1 |

         = | 0 0 -1 |
           | 0 25 0 |
           | 2 0 -1 |

Therefore, A² – 2A + I = | 0 0 -1 |
                        | 0 25 0 |
                        | 2 0 -1 |

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Answer:

12 of them

Step-by-step explanation:

5x5 cube so

25*48%

Answer:

its 12 squares

Step-by-step explanation:

First you take all the squqres as 100 percent then you divide both sides by 100 to find how much squares is 1 percent, then multiply the 1 percent answers by the percentage you need which is 48 to get the squares

Answer: The class average is 88, and Joey did better than 5 points more than the class average. Therefore, Joey's math test score is greater than 88 + 5 = 93.

So, the number sentence that represents Joey's math test score is:

D. 88 + 5 > J

Step-by-step explanation:

Answer:

x = 0

Step-by-step explanation:

3(3x+5) - 8 =7

9x + 15 - 8 = 7

9x + 7 = 7

9x = 0

x = 0

Let's check

3(3(0) + 5) - 8 = 7

3(0 + 5) - 8 = 7

3(5) - 8 = 7

15 - 8 = 7

7 = 7

So, x = 0 is the correct answer.

Applying the right trigonometry ratio, each value of x is:

13. x ≈ 28.1°

14. x ≈ 13.5

15. x ≈ 219.9

16. x ≈ 59.0°

Trigonometry ratios are mathematical relationships between the angles and sides of a right triangle. The three primary trigonometry ratios are:

13. Apply the cosine ratio:

cos x = 15/17

x = cos^(-1)(15/17)

x ≈ 28.1°

14. Apply the sine ratio:

sin 75 = 13/x

x = 13/sin 75

x ≈ 13.5

15. Apply the tangent ratio:

tan 83 = x/27

x = 27 * tan 83

x ≈ 219.9

16. Apply the tangent ratio:

sin x = 12/14

x = sin^(-1)(12/14)

x ≈ 59.0°

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Answer:

Step-by-step explanation:

Ok, I hate point-slope form but I can help!

I'm going to answer slope-intercept first, then point slope.

2. y = 1/4x - 1 ; y+2 = 1/4(x+4)

3. y = -3/2x + 1 ; y+2 = -3/2(x-2)

4. y = x - 2 ; y-1 = 1(x-3)

Hope this helps!

If W is a subspace, then

1. Geometric description of W is a line passing through the origin with a slope of 2.

2. W is not a subspace of R ^ 2.

3. Here, W is the union of two lines passing through the origin with slopes of 1 and -1.

4. In this case, W is not a subspace of R ^ 2.

5. Geometrically, W is a line passing through the origin with a slope of 0.

6. Here, Geometrically, W is a single point at the origin.

1. W = \{x / x_{1} = 2x_{2}\} is a subspace of R^2 because it satisfies the three conditions of being a subspace: it contains the zero vector (0,0), it is closed under addition, and it is closed under scalar multiplication. Geometrically, W is a line passing through the origin with a slope of 2.

2. W = \{x / x_{1} - x_{2} = 2\} is not a subspace of R^2 because it does not contain the zero vector (0,0). Geometrically, W is a line that does not pass through the origin.

3. W=\ x / x_{1} = x_{2} or x_{1} = - x_{2} is a subspace of R^2 because it satisfies the three conditions of being a subspace. Geometrically, W is the union of two lines passing through the origin with slopes of 1 and -1.

4. W = {x: x₁ and x_{2} are rational numbers} is not a subspace of R^2 because it is not closed under scalar multiplication. For example, if we multiply the vector (1/2, 1/3) by the scalar √2, we get the vector (√2/2, √2/3), which is not in W. Geometrically, W is the set of all points with rational coordinates.

5. W = \{x / x_{1} = 0\} is a subspace of R^2 because it satisfies the three conditions of being a subspace. Geometrically, W is a line passing through the origin with a slope of 0 (the x-axis).

6. W = \{x / |x_{1}| + |x_{2}| = 0\} is a subspace of R^2 because it contains only the zero vector (0,0), which satisfies the three conditions of being a subspace. Geometrically, W is a single point at the origin.

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The simplified answer is (5x)/(x^(2)-49)-(6)/(x+7) = -(x - 42)/((x + 7)(x - 7)).

To subtract and simplify the given expression, we need to find a common denominator and combine the numerators. The common denominator in this case will be (x^2 - 49), which can be factored into (x + 7)(x - 7).

So, the expression becomes:

(5x)/((x + 7)(x - 7)) - (6)/(x + 7)

To get a common denominator, we need to multiply the second term by (x - 7)/(x - 7):

(5x)/((x + 7)(x - 7)) - (6(x - 7))/((x + 7)(x - 7))

Now we can combine the numerators:

(5x - 6(x - 7))/((x + 7)(x - 7))

Simplifying the numerator gives us:

(-x + 42)/((x + 7)(x - 7))

And finally, we can simplify the expression by factoring out a -1 from the numerator:

-1(x - 42)/((x + 7)(x - 7))

So the final answer is:

-(x - 42)/((x + 7)(x - 7))

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In the first production method, the company produces approximately 4,996 books.

Let's represent the number of books produced as x.

Total cost of method 1 = One-time fixed cost + Variable cost * Number of books produced

= $82,363 + $9.25x

Total cost of method 2 = One-time fixed cost + Variable cost * Number of books produced

= $21,162 + $21.50x

Setting the two equations equal to each other, we get:

$82,363 + $9.25x = $21,162 + $21.50x

Simplifying this equation, we get:

$61,201 = $12.25x

Dividing both sides by $12.25, we get:

x = 4,995.92

This means that the costs from the two methods will be the same when the company produces approximately 4,996 books.

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One way to label the tick marks on the number lines is to use whole numbers for the longer tick marks and decimals for the shorter tick marks.

For example, on the first number line, you could label the longer tick marks as 0, 1, 2, 3, 4, and 5, and the shorter tick marks as 0.1, 0.2, 0.3, etc.

This fits with the structure of the base-ten system because each whole number is ten times greater than the corresponding decimal.

Another way to label the tick marks is to use fractions for the shorter tick marks. For example, on the second number line, you could label the longer tick marks as 0, 1, 2, 3, 4, and 5, and the shorter tick marks as 1/10, 2/10, 3/10, etc.

This also fits with the structure of the base-ten system because each fraction is one-tenth of the corresponding whole number.

Both of these labeling methods are accurate and fit with the structure of the base-ten system, so either one would be an appropriate way to label the tick marks on the number lines.

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By answering the above question, we may state that This expression's equation evaluation results in: r = 8.5 ft

A mathematical equation is a process that links two statements and indicates equality using the equals sign (=). A formal statement that proves the equality of two calculations is known as an equation in algebra. For instance, the equal sign separates the numbers 3x + 5 and 14 in the equation 3x + 5 = 14. A mathematical formula may be used to understand the link between the two phrases that are inscribed on opposite sides of a letter. Frequently, the logo and indeed the particular software are identical. like in 2x - 4 = 2, for example.

The following is the formula for a circle's circumference:

C = 2πr

where is a mathematical constant that is roughly equivalent to 3.14159, C is the circumference, r is the radius, and.

The circle's circumference is stated to be 17 feet. In order to find r, we may put this equal to the circumference formula as follows:

17π = 2πr

When we divide both sides by 2, we obtain:

r = 17π / (2π)

Units cancel out, leaving:

r = 17 / 2

This expression's evaluation results in:

r = 8.5 ft

As a result, the circle's radius is 8.5 feet.

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Answer:

8) the ordered pair (-1,-1) is a solution

9)the ordered pair (-8,-2) is a solution

Step-by-step explanation:

8) 3x-5y≥2

3(-1)-5(-1)=2

2=2

9)-x-6y>12

-(-8)-6(2)=-4

-4>12

The values between[tex]7 * 10^-6[/tex] and [tex]6 * 10^-5 = 5.3 * 10^-5[/tex]

The result of subtracting one number from another. How much one number differs from another.

Example: The difference between 8 and 3 is 5.Another example is the difference between 100 and 50= 100-50 = 50

The difference simply means subtracting a number from another

Similarly the difference between [tex]7 * 10^-6 and 6 * 10^-5 = 6 * 10^-5 - 7 * 10^-6[/tex]

changing [tex]7 *10^-6 0.7 * 10^-5[/tex]= [tex](6 * 10^-5) - (0.7 * 10^-5)= 5.3 * 10^-5[/tex]

Therefore the values between [tex]7 * 10^-6[/tex] and [tex]6 * 10^-5[/tex] is [tex]5.3 * 10^-5[/tex]

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Answer: -2x = 16

Step-by-step explanation:

The answer is -2x = 16.

We start by isolating the -2x on one side of the equation. To do this, we must subtract 3x from both sides of the equation. This gives us -2x = 4 - 3x. We then add 3x to both sides of the equation to give us -2x + 3x = 4. Since 3x + (-3x) = 0, we are left with -2x = 16.

Answer:

x=8

Step-by-step explanation:

12 -3x=4+ (-2x)

12-3x=4-2x add 12 to both sides

-3x=-2x-8 add 2x to both sides

-x=-8 divide both sides by 1

x=8

let me know if this helped :)

Podemos concluir que solo los números pares tienen cuadrados pares, ya que cualquier número par elevado al cuadrado es divisible por 2 y, por lo tanto, es par.

Los números pares tienen la forma 2n, donde n es un número entero. Si elevamos al cuadrado un número par, obtenemos:

(2n)² = 4n²

Y podemos ver que 4n² es un número par, ya que se puede escribir como 2 x 2n².

Por otro lado, los números impares tienen la forma 2n+1, donde n es un número entero. Si elevamos al cuadrado un número impar, obtenemos:

(2n+1)² = 4n² + 4n + 1

Y podemos ver que 4n² + 4n es un número par, ya que se puede escribir como 2 x (2n² + 2n), mientras que 4n² + 4n + 1 es un número impar.

Por lo tanto, podemos concluir que solo los números pares tienen cuadrados pares, mientras que los números impares tienen cuadrados impares.

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Answer: i think -22/3 and 6/17

Step-by-step explanation:

The differences and examples of liabilities and assets have been detailed below.

The things that your business has and can potentially provide future financial gain are called assets. What you owe other people is the liability. In essence, assets increase your financial situation while obligations decrease it.

A. A company's assets are things it has that will be useful to it in the future, whereas its liabilities are things it must pay.

Unlike liabilities, which are not depreciable, assets are subject to depreciation over time.

B. Cash, receivables, goodwill, investments, buildings, etc. are a few examples of assets.

Liabilities include things like Accounts payable, Interest payable, and Deferred Revenue, among others.

Hence, the differences and examples of liabilities and assets have been provided.

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Answer:

A. y = 52x

Step-by-step explanation:

The equation is set up in slope-intercept form y = mx + b

m = the slope

b = y-intercept

Slope = rise/run or (y2 - y1) / (x2 - x1)

Pick 2 points (0,0) (4, 208)

We see the y increase by 208 and the x increase by 4, so the slope is

m = 208/4 = 52

Y-intercept is located at (0,0)

So, our equation is y = 52x

The answer is option A

Step-by-step explanation:

Refer to pic..........

In the given map, the approximate area of the Central Park is 450 blocks

Froom the question, we are to determine the approximate area of the central park.

The park is a rectangular park and the approximate area of the park can be calculated by using the formula for calculating the area of a rectangle.

If Central Park is about 50 blocks long by 9 blocks wide, we can find its approximate area by multiplying the length and width:

Area = Length x Width

Area = 50 x 9

Area = 450

Hence, the approximate area of Central Park is 450 blocks.

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The value of the given segments are EC = 6, AC = 12, EB = 4, and BD = 8.

A quadrilateral with opposing sides that are parallel and equal is known as a parallelogram. Due to the opposite sides' alignment and equality, they have equal angles on them. The lines that link the parallelogram's opposing corners are known as its diagonals.

Given that,

EA = 6

For a parallelogram the diagonals of the quadrilateral bisect each other.

Thus,

EC = 6

AC = EA + EC = 6 + 6 = 12

Similarly, ED = 4

EB = 4

and the value of BD = ED + EB = 8

Hence, the value of the given segments are EC = 6, AC = 12, EB = 4, and BD = 8.

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For  [tex]4x + 2x^2(3x-5)[/tex] : degree = 3, number of terms = 3, so the answer is 3 and 3.

For [tex](-3x^4 + 5x^3 - 12) + (7x^3 - x^5 + 6)[/tex]: degree = 5, number of terms = 4, so the answer is 5 and 4.

For [tex](3x^2 - 3)(3x^2 + 3)[/tex] : degree = 4, number of terms = 1, so the answer is 4 and 1.

What is expression ?

In mathematics, an expression is a combination of numbers, symbols, and operators (such as +, ×, ÷, etc.) that represents a mathematical relationship or quantity.

Expressions can be simple, such as 2 + 3, or more complex, such as [tex](4x^2 - 2x + 5)/(x - 1).[/tex] They can also include variables, which are symbols that represent unknown or changing values.

For the expression [tex]4x + 2x^2(3x-5):[/tex]

Simplified form:[tex]6x^3 - 10x^2 + 4x[/tex]

Degree: 3

Number of terms: 3

For the expression [tex](-3x^4 + 5x^3 - 12) + (7x^3 - x^5 + 6):[/tex]

Simplified form: [tex]-x^5 - 3x^4 + 12x^3 - 6[/tex]

Degree: 5

Number of terms: 4

For the expression[tex](3x^2 - 3)(3x^2 + 3):[/tex]

Simplified form: [tex]9x^4 - 9[/tex]

Degree: 4

Number of terms: 1

Therefore, the correct options are:

For [tex]4x + 2x^2(3x-5)[/tex] : degree = 3, number of terms = 3, so the answer is 3 and 3.

For [tex](-3x^4 + 5x^3 - 12) + (7x^3 - x^5 + 6)[/tex] : degree = 5, number of terms = 4, so the answer is 5 and 4.

For [tex](3x^2 - 3)(3x^2 + 3):[/tex] degree = 4, number of terms = 1, so the answer is 4 and 1.

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