A scale model of a building is 16 inches long. The actual building is 62 feet long. In the model, the door is 2.4 inches tall. How tall is the actual door?

The solution to w in the equation 9(w - 4) - 7w = 5(3w - 2) is w = -2.

Now, According to the question:

The given Equation:

9(w-4)-7w=5(3w-2)

To solve for w we first need to simplify our equation, removing any brackets and adding together similar terms. This gives us:

9(w-4)-7w=5(3w-2)

9w - 36 -7w = 15w - 10

2w - 36 = 15w - 10

Next, we subtract 2w from both sides to have all the variables on one side of our equation, then we add 10 to both sides to move the numerical values to one side.

2w - 36 = 15w - 10

2w -2w - 36 = 15w - 2w - 10

-36 = 13w - 10

-36 + 10 = 13w - 10 + 10

-26 = 13w

Finally, we divide both sides by 13 to find the value of w.

w = -2

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The complete question is this :

What is the solution to the equation of 9(w - 4) - 7w = 5(3w - 2).

Answer:

Maximum

Step-by-step explanation:

Answer:

(-2, -3)

Maximum

Step-by-step explanation:

The vertex of a parabola is the highest or lowest point,

(-2, -3)

Maximum

Answer:

$199 + 10% - 20% = $175. 12  

hope this helped

Step-by-step explanation:

Answer:

the answer is 24 m3

Answer:

13 is x, 9 is y

Step-by-step explanation:

27/3, 30-4/2

Answer:

x=17

y=9

Step-by-step explanation:

Answer:

The cost of 1 child is £ 3.40 and the cost of 1 parent is £ 4.10. To determine this, we can use the following equation:

Cost of 1 child = (13.20 - 5.10) / (5 parents + 3 children)

Cost of 1 parent = (13.20 - 5.10) / (2 parents + 1 child)

Hope this helps!

Step-by-step explanation:

This method is used when the population has distinct subgroups.

The plan to conduct a survey by randomly selecting 20 students from each of the freshman, sophomore, junior, and senior classes is an example of stratified random sampling.

In stratified random sampling, the population is first divided into subgroups or strata based on some characteristic, such as class level (freshman, sophomore, junior, senior), and a random sample is then selected from each stratum.

This method is used when the population has distinct subgroups and it is important to ensure that the sample is representative of each subgroup. In this case, by taking random samples of 20 students from each class level, the statistics class can ensure that the survey results accurately reflect the views of each class level and not just one particular group.

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Answer:

Step-by-step explanation:

To find values of y we substitute values of x in the given expression so when x = 0

y = (0)^2 - 6(0) + 3

  = 3.

x = 1, y = 1^2 - 6(1) + 3 = -2

x = 3, y = 3^2 - 6(2) + 3 = 0.

Use these values to draw the graph

(a)  Read this from the graph

Coordinates of the minimum should be 3, -6)

(b) Equation of the line of symmetry is the vertical line through the minimum point ( x = 3).

(c)  Read these from the graph.

(the points where the graph cut the x-axis).

(d) and e - read the values from your graph.

Answer:

-15

Step-by-step explanation:

3x-16+3x=9x+29

3x+3x-16=9x+29

6x-16=9x+29

6x-9x-16=29

-3x-16=29

-3x=29+16

-3x=45

x=45/-3

x=-15

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

The sum of the angles of a triangle must always add up to 180 degrees. To determine if a set of angles can form a triangle, add the angles together. If the sum is 180, the angles can form a triangle. In this case, 30 + 60 + 90 = 180, which does not equal 180. Therefore, these angles cannot form a triangle.

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

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Answer:

The Answer is A. 8

Explanation:

For Answer Choice A:

There's nothing to explain here. It's just the number 8.

For Answer Choice B:

2 · 2 · 2 · 2 is 16. That symbol ( · ) is another way of writing the multiplication symbol. So this problem is essentially 2 x 2 x 2 x 2, which equals 16.

For Answer Choice C:

Well, this one needs no explanation either. It's just the number 16.

For Answer Choice D:

[tex]2^{4}[/tex] is also equal to 16. I'm too lazy to explain how to do this one so yea.  

Hope this helps you. Uh, yea. Have a good day? omg I'm so tired

Answer:

1/3 and 5/7. that's number one I think

yeet this is a thicc problem...

6x - 14 + 3(2x-1) = 5 - 2(x-10)

first expand

6x - 14 + 6x -3 = 5 -2x-20

now put constants and variables on either sides of the thingamajig

6x+6x+2x= 5 - 20 + 3 + 14

14x = 2

x = 1/7

i deserve an award for that XD

The value x = 3 makes the given equation true.

Important information:

The given equation can be written as:

[tex]6x-14+6x-3=5-2x+20[/tex]

[tex]12x-17=-2x+25[/tex]

Isolate the variable.

[tex]12x+2x=25+17[/tex]

[tex]14x=42[/tex]

[tex]x=\dfrac{42}{14}[/tex]

[tex]x=3[/tex]

Therefore, the required value of x is 3.

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Answer:

0.056

Step-by-step explanation:

75 / T4.2= 0.056

In most cases, the inverse of a linear function is also a linear function.

The term "linear function" in mathematics applies to two different but related ideas: A polynomial function of degree zero or one that has a straight line as its graph is referred to as a linear function in calculus and related fields.

A function with the formula f(x) = ax + b, where a and b are real values, is referred to as a linear function.

Here, stands for the line's gradient and b for the y-axis intercept (which is sometimes called the vertical intercept).

These functions' graphs are mirror images of one another when viewed along the line y=x.

As a result, the points on the graph of f(x) are the points on the graph of f(x) that have been turned around.

A linear function's inverse is typically also a linear function.

Therefore, in most cases, the inverse of a linear function is also a linear function.

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Answer:

Step-by-step explanation:

Let's solve for c.

c2−9=b2

Step 1: Add 9 to both sides.

c2−9+9=b2+9

c2=b2+9

Step 2: Take square root.

c=√b2+9 or c=−√b2+9

Answer:

c=√b2+9 or c=−√b2+9

Answer:

The systems that are guaranteed have the solution (3, -1) are;

a.) (P + F)·x + (Q + G)·y = R + H

F·x + G·y = H

d.) P·x + Q·y = R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

e) P·x + Q·y = R

5·F·x + 5·G·y = 5·H

Step-by-step explanation:

The given system of equation are;

a) P·x + Q·y = R...(1)

F·x + G·y = H...(2)

The solution of the system of equation = (3, -1)

Adding equation (1) to equation (2) gives;

P·x + Q·y + F·x + G·y = R + H

(P + F)·x + (Q + G)·y = R + H...(3)

Therefore, given that equation (3) is obtained from equation (1) and (2) by addition, equation (3), (P + F)·x + (Q + G)·y = R + H, we have;

The system of  equation;

(P + F)·x + (Q + G)·y = R + H

F·x + G·y = H, derived from the given system of equation Is bound to have the same same solution (3, -1) as the given system of equation

d.) By multiplying equation (1) by 2, we have;

2 × (P·x + Q·y) = 2 × R

2·P·x + 2·Q·y = 2·R...(4)

Subtracting equation (4) from equation (2) gives;

F·x + G·y - (2·P·x + 2·Q·y) = H - 2·R

F·x - 2·P·x + G·y - 2·Q·y = H - 2·R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

Therefore, for the following system, obtained from the original system, we have that the solution is (3, -1);

P·x + Q·y = R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

e) For the system of equation, we have;

P·x + Q·y = R

5·F·x + 5·G·y = 5·H

The above system of equation is obtained from the original system by multiplying equation (2) by 5, therefore the solution of the system P·x + Q·y = R, 5·F·x + 5·G·y = 5·H is the same as the solution for the original system of equations (3, -1).

Some acceptable board lengths are: 15.8 ft, 16.20 ft and 16.10 feet

Now, According to the question:

Board lengths that should be accepted

From the question, we have the following parameters that can be used in our computation:

Length = 16 ft

Percent error = 1.5%

This means that the acceptable lengths are

Acceptable = Length ± Percent error * Length

Substitute the known values in the above equation, so, we have the following representation

Acceptable = 16 ± 1.5% * 16

So, we have

Acceptable = 16 ± 0.24

Evaluate

Acceptable = 15.76 to 16.24

Some board lengths that should be accepted are 15.8 ft, 16.20 ft and 16.10 feet

Board lengths that should be rejected

In (a), we have

Acceptable = 15.76 to 16.24

Some board lengths that should be rejected are 14.8 ft, 17.20 ft and 12.10 feet

The intended lengths of the boards

Here, we have

Lengths = 10, 12 and 14 feet

Length too long = 2.3 inches

Convert to inches

Length too long = 0.19

So, we have

Intended lengths = (10, 12 and 14 feet) + 0.19

Evaluate

Intended lengths = 10.19, 12.19 and 14.19 feet

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Answer:

y=1200(1+.3)⁶

initial value =

y=5792.1708

6 represent time.

Answer:

msm555 is correct

hope it's help you

have a good day

It can be written in standard form as [tex]5x^2-2+3[/tex] and the degree of polynomial is 2 with leading coefficient as 2.5.

Ax+By=C is the usual form for two-variable linear equations. A standard form linear equation is, for instance, 2x+3y=5. When an equation is given in this format, finding both intercepts is fairly simple (x and y). When attempting to solve systems of two linear equations, this form is also very helpful.

The values on which mathematical operations take place in an algebraic expression are known as terms in mathematics. Let's explain with the help of a term example. This algebraic expression has terms 8x and 9, respectively.

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a) The total amount of pizzas that they ate is given as follows: 2.92 pizzas.

b) The difference between the number of cheese pizzas and the number of vegetarian pizzas is given as follows: 4/3, which is the amount that they ate more of cheese pizzas than vegetarian pizzas.

The fractions relative to the amount of each type of pizza eaten are given as follows:

The total amount of pizzas eaten is given by the addition of these fractions, hence:

1/4 + 2 + 2/3 = 3/12 + 24/12 + 8/12

(as the least common factor between 4, 1 and 3 is of 12).

3/12 + 24/12 + 8/12 = (3 + 24 + 8)/12

(3 + 24 + 8)/12 = 35/12

2.92 pizzas.

The difference between the number of cheese pizzas and the number of vegetarian pizzas is obtained as follows:

2 - 2/3 = 6/3 - 2/3 = 4/3.

(as the least common factor of 1 and 3 is of 3).

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The length of the cuboid is 56 cm.

The breadth of the cuboid is 40 cm.

The height of the cuboid is 16 cm.

A cuboid is a three-dimensional shape where the volume is given by

Length x width x height.

We have,

Volume of a cuboid = 35840 cm³

The ratio of length, breadth, and height of the cuboid = 7:5:2

This means,

Length = 7x

Breadth = 5x

Height = 2x

Now,

(7x)(5x)(2x) = 35840

70x³ = 35840

x³ = 512

x = ∛512

x = 8

Now,

Length = 7x = 7 x 8 = 56 cm

Breadth = 5x = 5 x 8 = 40 cm

Height = 2x = 2 x 8 = 16 cm

Thus,

The length, breadth, and height of the cuboid are 56cm, 40cm, and 16 cm.

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Answer:

by using sine rule and cosine rule.

Answer:

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

(,)=?

(,)=(5,2)

=5!(2!(5−2)!)

=5!2!×3!

= 10

On solving the provided question, we got to know that he fraction  can bake 200/57 loaves or 3 29/57 loafs.

Mathematically speaking, fractions are represented by integers that indicate a portion of a whole. In the same way that a whole can be any quantity, value, or object, a fraction can be a portion or subset of any quantity of a whole. As an example, let's try to comprehend this idea. The pizza in the picture below is cut into 8 equally sized pieces. The chosen slice of pizza might now be expressed as 1/8 if we wanted to. This indicates that we are talking about one of eight equally sized sections. It denotes a ratio of 1/8. Reading options include: One-eighth, or

1 by 8

13 1/3 divided by 3 4/5

Let's first convert these mixed numbers to incorrect fractions.

13  1/3 =  13(3) + 1 = 39 + 1 = 40/3

3 4/5 = 3(5) + 4= 19/5

Now that we have divided 40/3 by 19/5, we can just switch the operation to multiplication and flip the second fraction because we know how to divide fractions.

40/3 x 5/19 = 200/57

he can bake 200/57 loaves or 3 29/57 loafs.

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