Linear Inequality

X >/ -2
X-y >/ 1

The statements that are true based on the graph and the context of the problem include the following: B. I and III only.

In Mathematics, the y-intercept is sometimes referred to as an initial value or vertical intercept and the y-intercept of any graph such as a linear function, generally occur at the point where the value of "x" is equal to zero (x = 0).

Based on the information provided about the line on the graph, we have the following:

y-intercept of function = (0, 1,200), which represents the initial cost of the bedroom furniture.

Additionally, the function is positive on its entire domain and the domain is x ≥ 0, which represent the number of years after the bedroom furniture was purchased.

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A good book is one that makes the reader feel. It takes the reader on a compelling journey. .

A book is a medium for recording information in the form of writing or images, typically composed of many pages bound together and protected by a cover

Given is to understand what are the characteristics of good book.

A good book is one that makes the reader feel. It takes the reader on a compelling journey.

Calling a book “good” is an opinion that can be applied to any book.

Therefore, a good book is one that makes the reader feel. It takes the reader on a compelling journey.

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As the x-value increases, the function decreases towards y = 0. Then the correct option is C.

Let a be the initial value and x be the power of the exponent function and b be the increasing factor.

The exponent is given as,

y = a(b)ˣ

The exponential function is given below.

f(x) = (0.4)ˣ

As x tends to positive infinity, then the value of the function is calculated as,

[tex]\rm f(x) = (0.4)^{\infty}\\\\f(x) = 0[/tex]

As the x-value increases, the function decreases towards y = 0. Then the correct option is C.

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9 people prefer strawberry.

A pie chart is a circular chart used to represent data as a proportion of a whole. The whole is represented by the complete circle, while the individual parts are represented by slices of the circle, each corresponding to a particular category or value.

Pie charts are often used to display data that is divided into a few distinct categories, where the size of each category can be easily compared. The size of each slice is proportional to the quantity it represents, and the slices are typically labeled with their corresponding categories or values.

Pie charts are a useful tool for quickly and easily visualizing data, and they are commonly used in business, marketing, and other fields. However, it is important to use them appropriately, as they can be misleading if the slices are not sized correctly or if there are too many categories to be displayed effectively.

18% of 50 people prefer strawberry.

To find out how many people prefer strawberry, we can start by finding out what 1% of 50 is:

1% of 50 = 0.01 x 50 = 0.5

Then, we can multiply this value by the percentage of people who prefer strawberry:

0.18 x 50 = 9

Therefore, 9 people prefer strawberry.

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The complete question is:

Answer:

C) 36.

Step-by-step explanation:

Since there are 9 game pieces in each tic-tac-toe board and the class has 4 tic-tac-toe boards, the total number of game pieces the class has is:

9 pieces/board x 4 boards = 36 pieces

Therefore, the answer is C) 36.

By answering the above question, we may state that As a result, around expressions 10:35 AM, Ariana and Leon began their clothing shopping.

In mathematics, you can multiply, divide, add, or take away. The following is how an expression is put together: Numeric value, expression, and math operator The elements of a mathematical expression include numbers, parameters, and functions. It is feasible to use contrasting words and expressions. Any mathematical statement containing variables, numbers, and a mathematical action between them is known as an expression, often known as an algebraic expression. As an example, the expression 4m + 5 is composed of the expressions 4m and 5, as well as the variable m from the above equation, which are all separated by the mathematical symbol +.  

We must take the time they spent at the mall overall from the moment they departed in order to determine when Ariana and Leon began looking for clothing.

To make adding up the times easier, let's first convert all the times to minutes:

Clothing shopping takes an hour, or 60 minutes.

Restaurant: 55 minutes

In a video arcade, two hours are equal to 120 minutes plus 10 minutes.

Total time spent at the mall is 245 minutes (60 + 55 + 130).

If they left the mall at 1:40, then we need to take 245 minutes away from that time.

1:00 PM minus 245 minutes equals 10:35 AM.

As a result, around 10:35 AM, Ariana and Leon began their clothing shopping.

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Olivia will need at least 11 months to reach her savings goal.

What is algebra ?

Algebra is a branch of mathematics that deals with mathematical symbols and the rules for manipulating these symbols. It involves the use of letters and symbols to represent values and quantities in mathematical equations and formulas. Algebra is used to solve problems that involve unknown quantities by using rules and operations to manipulate the symbols representing those quantities.

Let's use algebra to solve this problem. Let "m" be the number of months it will take for Olivia to reach her goal of saving at least $7,500.

In one month, Olivia will deposit $650, so after "m" months, she will have deposited:

650m

In addition to this, Olivia already has a balance of $400, so her total savings after "m" months will be:

650m + 400

We want to find how many months "m" it will take for Olivia to save at least $7,500. So we can set up the following inequality:

650m + 400 >= 7,500

Subtracting 400 from both sides:

650m >= 7,100

Dividing both sides by 650:

m >= 10.92

Since we can't have a fraction of a month, we'll round up to the next whole number. Therefore, Olivia will need at least 11 months to save at least $7,500.

Therefore, Olivia will need at least 11 months to reach her savings goal.

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The inequality for this problem, along with it's solution, is given as follows:

A. x − 4 < 6; x < 10

The segment addition postulate is a geometry axiom that states that when a line segment is divided into a number of smaller segments, the total length is given by the sum of the lengths of each of the smaller segments.

For this problem, we have that BD is a smaller segment of segment BC, hence the inequality is given as follows:

BD < BC.

Replacing with x, the solution is obtained as follows:

x - 4 < 6

x < 6 + 4

x < 10.

Meaning that option a is the correct option.

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Answer:

21

Step-by-step explanation:

Answer:

25% of 84 is 21

Step-by-step explanation:

25% can be written as 0.25

0.25 times 84 = 21

Answer:

31/8 or  5 1/8

Step-by-step explanation:

[tex]4-\dfrac{1}{8} = \dfrac{4(8) -1}{8} = \dfrac{32 -1}{8} = \bf \dfrac{31}{8} \\[/tex]

If matric learners do not obtain the marks they need to enter their chosen study programmes, there are several strategies they can implement to still achieve their academic and career goals:

1. Consider alternative study programmes: Matric learners who did not obtain the marks they need for their first choice of study programme should consider other programmes that may be similar or related to their original choice. They can also look at bridging courses, diploma programmes or short courses that will enable them to develop the skills and knowledge they need for their chosen career.

2. Upgrade matric results: Some learners may choose to re-write some of their matric subjects to improve their results. This can be done through night school, part-time courses or through online platforms. This will require dedication, hard work and perseverance, but it can be an effective way to meet the entry requirements for their desired study programmes.

3. Attend a tertiary institution with lower entry requirements: Matric learners who do not meet the requirements for their desired study programme at their first choice institution can consider attending another institution with lower entry requirements. This will enable them to obtain a qualification in their chosen field, which they can use to pursue further studies or career advancement.

4. Take a gap year: Taking a gap year to gain work experience or travel can provide learners with valuable skills and experiences that can enhance their application for their chosen study programme in the future. This time can also be used to upgrade their matric results or to explore other interests and career options.

In conclusion, while not obtaining the marks required to enter a chosen study programme can be disappointing, it is important for matric learners to remain positive and proactive. By considering alternative study programmes, upgrading matric results, attending institutions with lower entry requirements, or taking a gap year, learners can still achieve their academic and career goals.

Answer:

Step-by-step explanation:

The simplest form of the given expression 3√12 × √5  is 6√15.

Algebraic expressions are mathematical statements with a minimum of two terms containing variables or numbers.

The given expression is as follows:

3√12 × √5

To solve this problem, we can simplify the expression first:

3√12 × √5 = 3√(12 × 5) = 3√60

To further simplify the expression, we can factor 60 into its prime factors:

60 = 2² × 3 × 5

Here, we can rewrite the expression as:

3√60 = 3√(2² × 3 × 5) = 3 × 2√15

Thus, the values of a and b are a = 6 and b = 15.

Therefore, the simplest form of the given expression is 6√15.

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The correct question is as follows:

The answer to 3 √12 × √5, given in its simplest form, is a√b, where a and b are integers.

Calculate the values of a and b.

The side AC is 10 units long.

Measurement of length can be done in a variety of methods, including using handspan, foot span, metres, or other units including millimetres, inches, and metres. There are two types of length measurement units: There are both conventional and nonstandard length measurement units.

The Pythagorean theorem can be used to determine the length of side AC in the triangle ABC given:

AC² = AB² + BC²

AC² = 6² + 8²

AC² = 36 + 64

AC² = 100

AC = 10

As a result, the side AC is 10 units long.

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Answer:whoops it’s b

Answer:

Its A I think

Step-by-step explanation:

The possible values of the density curves is mean μ = 30 mpg and the median = 28 mpg

A mathematical function called a probability distribution explains the likelihood of many alternative values for a variable. Graphs or probability tables are frequently used to represent probability distributions.

The mean of probability distribution is also known as expected value. It is denoted by E ( X ). E(X), or mean μ of a discrete random variable X is calculated by multiplying each value of the random variable by its probability and taking the sum of the values.

Given data ,

Let the probability distribution be represented as P

Now , the value of P from the figure is

The balancing point at which a density curve would be in equilibrium if it were formed of solid material is represented by the curve's mean.

A symmetric density curve has the same median and mean.

So , the mean of the probability density curve is μ = 30 mpg

And , the median of the probability density curve lies between 25 and 30

where median = 28 mpg

Hence , the mean and median of the density curve is solved

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The complete question is attached below.

A density curve showing the fuel efficiency of cars is shown.

Which values are the possible measures of center for this density curve? Check all that apply.

Answer:

A and D

Step-by-step explanation:

e2020

Therefore , the solution of the given problem of area  comes out to be potential dimensions are thus (19 m, 15 m) and (15 m, 19 m), or (8 m, 37 m), and (37 m, 8 m).

Its total size can be determined by how much space is required to completely cover the outside. The nearby surroundings are taken into consideration when calculating the surface of a trapezoidal shape. The total measurements of something are determined by its surface area. The sum of the boundaries for each of a cuboid's six rectangular edges represents its internal water capacity. To calculate the size of the box, use the following method:

Here,

Let's write L for the rectangular plot's length and W for its breadth. Consequently, the rectangle plot's perimeter can be written as:

=> 2L + W = 53

Additionally, since we are aware that the rectangle plot's area is 306, we can write:

=> LW = 306

By resolving the initial solution for W, we can obtain:

=> W = 53 - 2L

When we use this formula as W's substitute in the second equation, we obtain:

=> L(53 - 2L) = 306

Increasing the left edge gives us:

=> 53L - 2L² = 306

Rearranging and condensing results in:

=> 2L² - 53L + 306 = 0

To find L, we can use the cubic formula:

=> L = [53 + √53² - 4(2)(306))] / (2(2))

=> L = [53 ± 25] / 4

=> L = 19 or L = 8

The rectangular plot's two groups of potential dimensions are thus (19 m, 15 m) and (15 m, 19 m), or (8 m, 37 m), and (37 m, 8 m).

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Answer:

Jiri is 48 years old

Step-by-step explanation:

STEP 1

Let Jill's age be equal to: x

Let Pamela's age be equal to :Jiri's age(x) - 15

STEP 2

Total sumof Jiri and Pamela's age= 81

Sum= Pamela's age + Jiri's age

81 = (x-15) + x

81 =x -15 + x

81 = x+x -15

81= 2x -15

Collect like terms

81 + 15= 2x ( recall - changes to + when crossing the =)

96=2x

Divide both sides by 2

96/2 =2x/2

48 = x

Recall Jiri's age is equal to x

Hence Jiri's age is equal to 48

As the total of Rita and Shova's current ages is 20, they are both 20 years old.

A mathematical strategy for resolving proportional and ratio issues is called the unitary method. Finding the value of one unit of an amount and using that value to calculate the value of additional units is what this process entails. The foundation of the unitary approach is the idea that if two quantities are equal, then their ratios must also be equal. For instance, if five apples cost $10, then the expense-to-apple ratio is 10/5 = 2. This ratio can be used to calculate the price of a varied quantity of apples.

given

According to the issue statement, Rita was three times as old as Shova when her age and Shova's current age were equal.

R - (S - R) Equals 3(S - R) (S - R)

When we simplify this solution, we obtain:

2R = 4S - 2S

2R = 2S

R = S

As a result, we are aware that Rita and Shova are both currently the same age.

Additionally, we are aware that their combined current ages are 40 years.

R + S = 40

R = S, so we can change S in the second equation to R:

R + R = 40

2R = 40

R = 20

Rita is currently twenty years old. Since R = S, Shova is 20 years old at the moment.

As the total of Rita and Shova's current ages is 20, they are both 20 years old.

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Answer:1.111

Step-by-step explanation:

Let's use the variable W to represent the percent of top earners who are women.

According to the problem statement, the percent of top earners who are men is more than four and a half times the percent of top earners who are women. Mathematically, we can write this as:

M > 4.5W

Additionally, the percent of top earners who are men is less than five times the percent of top earners who are women. This can be written as:

M < 5W

We can combine these two inequalities into a compound inequality:

4.5W < M < 5W

This means that the percent of top earners who are men is between 4.5 times and 5 times the percent of top earners who are women.

To solve for W, we can divide all three parts of the compound inequality by 4.5:

W < M/4.5 < W/0.9

Simplifying, we get:

W < 0.222M < 1.111W

Therefore, the percent of top earners who are women, W, must be less than 0.222 times the percent of top earners who are men, and also less than 1.111 times the percent of top earners who are women.

Answer: $1560

Step-by-step explanation:

The word "of" in a problem means to multiply.  30% = .30. So, the cost of the printer is .30c.

If we add the cost of the computer, c, to the cost of the printer, .30c, then we get 1.30c. We know that the total is $2028, so our equation is 1.30c = $2028.  

Dividing both sides by 1.30, we get c = $1560.

Answer:

The graph will shift 3 units down

The solution to equation 1, 2, 3, 4, 5 and 6 are y = (-3/2) + 6, y = (-5/3) + 3,  y = (-1/5)x + 9/5, y = (1/4)x + 3/2, y = (-7/3)x + 3 and y = 6x + 3 respectively.

Given the linear equations in the question;

To make y the subject of the formula, we need to isolate y on one side of the equation by moving all other terms to the other side.

1) 3x + 2y = 12

Subtract 3x from both sides:

3x - 3x + 2y = -3x + 12

2y = -3x + 12

Divide each term by 2

2y/2 = -3x/2 + 12/2

y = (-3/2) + 6

2) 5x + 3y = 9

Subtract 5x from both sides:

5x - 5x + 3y = -5x + 9

3y = -5x + 9

Divide each term by 3

3y/3 = -5x/3 + 9/3

y = (-5/3) + 3

3) x + 5y = 9

Subtract x from both sides:

x - x + 5y = -x + 9

5y = -x + 9

y = (-1/5)x + 9/5

4) -2x + 8y = 12

8y = 2x + 12

y = (2/8)x + 12/8

y = (1/4)x + 3/2

5) -7x - 3y = -9

-3y = 7x - 9

y = (-7/3)x + 3

6) 6x - y = -3

-y = -6x - 3

y = 6x + 3

Therefore, the formula in terms of x is: y = 6x + 3.

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Based on the information, we can infer that it is FALSE because it's not possible to construct a triangle with the measures of 4cm, 5cm and 9cm in length on its sides.

To find out if the statement is false or true, we must analyze the information on the lengths of the sides of the triangle and review the construction rules of a triangle to find out if its lengths have any condition.

In accordance with the above, we find that no triangle can be built with these lengths on its sides because, according to the Triangle Inequality Theorem, the sum of two of the sides of the triangle must be greater than the length of the third side. Therefore, if the sum of 4 + 5 results in 9, it is false that we can build a triangle with these measurements.

Note: This question is incomplete. Here is the complete information:

True or false.

Using this information, triangles can be constructed.

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Answer:

B I did the math in my head mb if I get wrong

Harry has  90 mosquitoes on his uniform after the loop de loop.

An integral is the continuous analog of a sum, which is used to calculate areas, volumes, and their generalizations

To find the number of mosquitoes that splat on Harry's uniform during the loop de loop, we need to integrate the mosquito density function M(x,y,z) over the curve given by the parametrization r(t):

[tex]\int _C\:M\left(x,y,z\right)\:ds\:=\:\int _{t_1}^{t_2}\:M\left(r\left(t\right)\right)\:||r'\left(t\right)||\:dt\:[/tex]

where C is the curve defined by r(t), ||r'(t)|| is the magnitude of the tangent vector to the curve, and ds is the arc length element.

We can compute the tangent vector to the curve as:

[tex]r'\left(t\right)\:=\: < 7,\:3cos\left(t\right),\:-3sin\left(t\right) >[/tex]

The magnitude of the tangent vector is:

[tex]||r'\left(t\right)||\:=\:\sqrt{7^2\:+\:3^2cos^2\left(t\right)\:+\:3^2sin^2\left(t\right)}\:=\:\sqrt{67}[/tex]

Substituting these expressions into the integral, we get:

[tex]\int _C\:M\left(x,y,z\right)\:ds\:=\:\int _0^{5\pi }\:\frac{12+3cos\left(t\right)}{\pi \sqrt{58}}\sqrt{67}\:dt\:[/tex]

[tex]\int _C\:M\left(x,y,z\right)\:ds\:\approx \:89.62[/tex]

Hence, Harry has  90 mosquitoes on his uniform after the loop de loop.

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series: 12, 11, 13, 12, 14, 13, … What number should come next? i believe its 12

12-11=1

13-11=2

So to get 11 you subtract 1 from 12 and to get 13 you add 2 to it

If you follow that procedure the next number should be 15 if you add 2 to 13

An equation for the relation is y = -3x + 10.6.

f(50) is -139.4.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁) or y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

Where:

At point (1, 7.6), an equation of this line can be calculated by using the point-slope form:

y - y₁ = (y₂ - y₁)/(x₂ - x₁)(x - x₁)

y - 7.6 = (4.6 - 7.6)/(2 - 1)(x - 1)

y - 7.6 = -3(x - 1)

y = -3x + 3 + 7.6

y = -3x + 10.6

For f(50), we have:

y = -3x + 10.6

y = -3(50) + 10.6

y = -150 + 10.6

y = -139.4

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Let's start by using "x" to represent the number of picture cards that Cevin has. We know that Tom has 3 times as many picture cards as Cevin, so:

Tom = 3x

We also know that Tom has 2304 picture cards, so:

3x = 2304

Solving for x, we get:

x = 768

So, Cevin has 768 picture cards.

We also know that Ron has 190 fewer picture cards than Kevin, so:

Ron = x - 190

Substituting x with 768, we get:

Ron = 768 - 190

Therefore, Ron has:

Ron = 578 picture cards.