The new mean cost of a box of Cheerios Out Crunch is $4.40. This means that, on average, customers can expect to pay $0.40 more for a box of cereal after the price increase.
The new mean cost of a box of Cheerios Out Crunch after a 10% increase in price would be $4.40.
To see why, we can start with the original mean cost of $4.00 per box. To calculate a 10% increase, we can multiply the original mean cost by 1.10 (or 110% as a decimal), which gives:
$4.00 x 1.10 = $4.40
The mean cost is the proportion of the cost of the multitude of items to the absolute number of items. In Maths, we likewise have the term called "normal". The normal of some random arrangement of information is known as the mean of information.
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Show your work and explain please!
In the triangle , the value of x is 57.
What is triangle?
A triangle is a form of polygon with three sides; the intersection of the two longest sides is known as the triangle's vertex. There is an angle created between two sides. One of the crucial elements of geometry is this.
Certain fundamental ideas, including the Pythagorean theorem and trigonometry, rely on the characteristics of triangles. The angles and sides of a triangle determine its kind.
Here in the given triangle , SD=99 , SF=44 , RF = 76 and FE = 76+3x
RE = FE - RF
=> RE = 76+3x-76 = 3x
Now using triangle proportionality theorem then,
=> [tex]\frac{SF}{SD}=\frac{RF}{RE}[/tex]
=> [tex]\frac{44}{99}=\frac{76}{3x}[/tex]
=> 3x = [tex]\frac{76\times99}{44}[/tex] = 171
=> x = 171/3 = 57
Hence the value of x is 57.
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A line goes thru the point (-3, 2) and has a slope of 4. What is the y-intercept?
[tex](\stackrel{x_1}{-3}~,~\stackrel{y_1}{2})\hspace{10em} \stackrel{slope}{m} ~=~ 4 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{2}=\stackrel{m}{ 4}(x-\stackrel{x_1}{(-3)}) \implies y -2= 4 (x +3)[/tex]
[tex]y-2=4x+12\implies y=4x+\underset{ \stackrel{\uparrow }{b} }{14}\impliedby \begin{array}{|c|ll} \cline{1-1} slope-intercept~form\\ \cline{1-1} \\ y=\underset{y-intercept}{\stackrel{slope\qquad }{\stackrel{\downarrow }{m}x+\underset{\uparrow }{b}}} \\\\ \cline{1-1} \end{array}[/tex]
If m∠A=(11x+13)∘
, m∠B=(9x−24)∘
, and ∠A
is a right angle, find the difference in the measures of the two angles.
After answering the provided question, we can state that So the equation difference in the measures of the two angles is 63 degrees.
What is equation?In mathematics, an equation is a proclamation stating the justice or two phrases. An equation is made up of two sides that are separated by an algebraic equation (=). Equations can be used to solve problems and find solutions to mathematical questions. They can involve different mathematical operations such as addition, subtraction, multiplication, division, exponents, and roots.
Since ∠A is a right angle, its measure is 90 degrees.
Therefore, we have:
m∠B - m∠A = [(9x-24) - (11x+13)]°
m∠B - m∠A = (9x - 24 - 11x - 13)°
m∠B - m∠A = (-2x - 37)°
|m∠B - m∠A| = |-2x - 37|°
And since ∠A is a right angle, its measure is 90 degrees, so we have:
|m∠B - m∠A| = |-2x - 37|° = |90 - (11x + 13)|°
11x + 13 = 90
11x = 77
x = 7
m∠A = 90°
m∠B = (9x - 24)° = (9(7) - 24)° = 27°
|m∠B - m∠A| = |27 - 90|° = 63°
So the difference in the measures of the two angles is 63 degrees.
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an angle measures 64 degrees more than the measure of its supplementary degree angle what is the measure of each angle?
ANSWER 1: The supplementary angle measures 58 degrees.
A=S+64=58+64=122
ANSWER 2: The angle measures 122 degrees.
double checking
A+S=180
122+58=180
180=180
i believe that my answers might vary, but i doubled check and im sure they are correct ^^
During a sale, a store offered a 10% discount on a tablet computer that originally sold for $670. After the sale, the discounted price of the tablet computer was marked up by 10%. What was the price of the tablet computer after the markup? Round to the nearest cent.
The price of the tablet computer after discount and marked up is $663.3.
What is discount?
Discount is the state of having a bond's price lower than its face value. The difference between the purchase price and the item's par value is the discount.
Discounts are different types of price reductions or deductions from a product's cost. It is frequently employed in consumer transactions when consumers receive discounts on a range of goods. The % discount rate is provided.
Here the original price of tablet computer = $670
During a sale , store offered 10% discount then
=> Price of tablet computer = 670× ( 100%-10%) = 670 × 90%
Now after the sale the price of the tablet computer marked up 10%. Then,
=> Price of tablet computer = 670 × 90% × (100%+10%)
=> Price of tablet computer = 670 × 90% × 110%
=> Price of tablet computer = 670 × [tex]\frac{90}{100} \times \frac{110}{100}[/tex]
=> Price of tablet computer = 670 × 0.9 × 1.1 = $663.3
Hence the price of the tablet computer after discount and marked up is $663.3.
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Hi, whoever answers this accurately earns the brainiest.
This table shows the average cost of a gallon of gas each year for the past 8 years.
Use the data from the table to create a scatter plot.
Answer:
see below
Step-by-step explanation:
All you need to do is plot the coordinates on the plot.
ex (1,2); (2,2); (3,3) etc.
See attached screenshot
if a cyclist rides at a constant rate of 24 miles per hours, how long would it take the cyclist to ride 156 miles
The required time the cyclist would take to ride 156 miles with a rate of 24 mph is 6.5 hours.
What is speed?Speed is defined as when an object is in motion, the distance covered by that object per unit of time is called speed.
Here,
To find the time it takes a cyclist to cover a certain distance at a constant rate, you can use the formula:
time = distance/speed.
Plugging in the given values, you get:
[tex]\text{time} = 156 \ \text{miles} \div 24 \ \text{mph} = 6.5 \ \text{hours}[/tex].
So it would take the cyclist 6.5 hours to ride 156 miles at a constant rate of 24 mph.
9/10=8/a+6 a+6 is in the same fraction please help
Therefore , the solution of the given problem of fraction comes out to be a = 2/9.
A fraction is what?Any arrangement of parts or pieces that are the same dimension can represent the whole. Quantity is referred to in standard English as "a portion" in a given measure. 8, 3/4. Fractions are included in wholes. In mathematics, integers are represented by the ratio which is the divisor to the ratio. These are all examples of basic fractions that are divided by whole integers. The residue is a difficult fraction even though the fraction itself includes a fraction.
Here,
We can begin by separating out the variable component (a + 6) on one side of the equation and simplifying to find a:
=> 9/10 = 8/(a + 6)
Adding (a + 6) to both edges results in:
=> 9/10 * (a + 6) = 8
As the left edge is widened:
=> 9a/10 + 54/10 = 8
54/10 from both groups subtracted:
=> 9a/10 = 2/10
By 9/10ths dividing both sides:
=> a = (2/10)/(9/10)
=> a = 2/9
The answer is therefore a = 2/9.
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1 2 3 4 5 6 7 8 9 10 Part of the graph of the function f(x) = (x – 1)(x + 7) is shown below. Which statements about the function are true? Select three options. The vertex of the function is at (–4,–15). The vertex of the function is at (–3,–16). The graph is increasing on the interval x > –3. The graph is positive only on the intervals where x < –7 and where x > 1. The graph is negative on the interval x < –4.
Step-by-step explanation:
Given that:
Part of the graph of the function f(x) = (x – 1)(x + 7) is shown below. Which statements about the function are true? Select three options. The vertex of the function is at (–4,–15). The vertex of the function is at (–3,–16). The graph is increasing on the interval x > –3. The graph is positive only on the intervals where x < –7 and where x > 1. The graph is negative on the interval x < –4.
Solution:
1) The vertex of the function is at (–4,–15).
Ans.This is false.
2) The vertex of the function is at (–3,–16).
Ans. This is true. from the graph it is clearly shown A is vertex of graph.Which is (-3,-16)
3)The graph is increasing on the interval x > –3.
Ans. This region is located in graph with red colour,here it is easily shown that in this region graph continuously increasing.
This is true.
4)The graph is positive only on the intervals where x < –7 and where x > 1.
Ans: Yes,it is true.
Because when x<-7 graph is decreasing but have positive values and when x>1,graph is increasing and have positive values.
5)The graph is negative on the interval x < –4.
Ans:Yes,yellow part is shown the region of x<-4
here value of graph continuously decreasing.
Hope this helps!
Mr.ramirez got a box 250 sheets of graph paper for 26 students in his fifth-period math class to use how many sheets will each student get if they all get the same number how many sheets will be left over
To calculate how many sheets of graph paper each of the 26 students in Mr. Ramirez's math class will get if they all get the same number, we need to divide the total number of sheets by the number of students:
Number of sheets per student = Total number of sheets / Number of students
Number of sheets per student = 250 / 26
Number of sheets per student ≈ 9.615
So each student will get approximately 9 sheets of graph paper.
To calculate how many sheets will be left over, we can use the modulo operator (%), which returns the remainder of a division:
Sheets left over = Total number of sheets % Number of students
Sheets left over = 250 % 26
Sheets left over = 12
So there will be 12 sheets of graph paper left over after each of the 26 students has received approximately 9 sheets.
suppose a certain medical test has a false positive rate of 6 out of 3,500.how many people were tested during a period when 27 false positives came back?
Suppose a certain medical test has a false positive rate of 6 out of 3,500, then during the period in which 27 false positives were obtained, the number of people tested was 15,750.
How do we calculate the number of people?Step 1: Determine the probability of a false positive. The probability of a false positive is given as 6 out of 3500, so it can be expressed as a fraction: 6/3500
Step 2: Determine the number of false positives in the given period. The problem states that 27 false positives returned during the period, therefore: False positive rate x number of people tested = number of false positives 6/3500 x number of people tested = 27
Step 3: Solve for the number of people tested. 6/3500 x number of people tested = 27 Number of people tested = 27 / (6/3500) Number of people tested = 15,750 Therefore, during the period in which 27 false positives were obtained, the number of people analyzed was 15,750.
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Joelien Perez
Pythagorean Theorem Word Problems
Mar 19, 9:28:57 PM
Watch help video
You start driving west for 9 miles, turn right, and drive north for another 6 miles. At
the end of driving, what is your straight line distance from your starting point?
Round to the nearest tenth of a mile.
Answer:
mi
Submit Answer
B
Answer:
10.8 miles
Step-by-step explanation:
Use Pythagorean Theorem
[tex]a^{2} +b^{2} = c^{2}[/tex]
[tex]9^{2} +6^{2} = c^{2}[/tex]
[tex]c^{2} = 117[/tex]
[tex]c=\sqrt{117}[/tex]
Rounded to 10.8
A square pond of 16m length lies in the middle of a rectangular field of length 240m and breadth 180m. find the area of field without pond.
Answer:
42944[tex]cm^{2}[/tex]
Step-by-step explanation:
(240*180)-(16*16)
43200-256
42944
Graph g(x)=(1/3)x What observations can you make about the graph of the exponential function?
1. The graph contains the point (0, 1),
II. The graph falls from left to right.
III. The graph rises from left to right.
IV. The graph touches the x-axis.
V. The domain is (-∞o, co), and the range is (0,00).
VI. The domain is (-00, 0o), and the range is (-00,00)
A. I., II., V.
B. I., II., and VI.
C. I., III., IV., and VI.
D. II IV and VI
The correct answer is A. I., II., V. I. The graph contains the point (0, 1), II.The graph falls from left to right., V. The domain is (-∞o, co), and the range is (0,00).
What is a graph?
In computer science and mathematics, a graph is a collection of vertices (also known as nodes or points) connected by edges (also known as links or lines).
The given function g(x) = (1/3)x is a linear function, not an exponential function. Therefore, none of the observations related to exponential functions apply to this function.
However, we can make some observations about the graph of this linear function:
1. The graph contains the point (0,1): This is true, as g(0) = (1/3)0 = 0, and the y-intercept of the graph is at (0,1).
2. The graph falls from left to right: This is true, as the slope of the line is positive (1/3), and as x increases, y increases at a slower rate.
3. The graph rises from left to right: This is false, as the slope of the line is positive and y increases as x increases.
4. The graph touches the x-axis: This is false, as the y-intercept of the graph is at (0,1), which is above the x-axis.
5. The domain is (-∞, ∞), and the range is (-∞, ∞): This is true, as the function is defined for all real numbers and can take on any real value.
6. The domain is (-∞, 0), and the range is (-∞, 0): This is false, as the function is defined for all real numbers and can take on positive values as well.
Therefore, the correct answer is A. I., II., V.
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Consider the function defined by
y x = − 2 5.
Which statements can be used to justify that the function is linear?
Select all that apply.
A The coefficient of x is greater than 1.
B The function has a constant slope of 2.
C The function has a negative y –intercept.
D The graph of the function is a straight line.
E The equation is written in the form y mx b = + .
PLS HELP ASAP!
The statements B, D and E can be used to justify that the function is linear.
What are functions?A function is the central idea of calculus in mathematics. Certain types of functions are the relations. A function in mathematics is a rule that generates a different output for each input x. A mapping or transformation in mathematics serves as the representation of a function. Several people use letters like f, g, and h to denote these operations.
Here in the question,
Given equation is y = 2x - 5
Now we know that the general form of a equation is y = mx + c
So, y = 2x - 5 is a linear equation as it is in the slope equation form.
Now, from the equation,
Slope, m = 2.
Graph of the function is a straight line.
Therefore, we can say that the equation is a linear equation as it has a slope, m=2. The graph is a straight line, and the equation is in the form of y = mx+c.
Hence, the statements B, D and E can be used to justify that the function is linear.
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The complete question is:
Consider the function defined by
y x = − 2 5.
Which statements can be used to justify that the function is linear?
Select all that apply.
A The coefficient of x is greater than 1.
B The function has a constant slope of 2.
C The function has a negative y –intercept.
D The graph of the function is a straight line.
E The equation is written in the form y mx b = +.
PLS HELP ASAP!
A copper wire of diameter 8 mm is evenly wrapped on a cylinder of length 24 cm and diameter
49 cm to cover the whole surface. Find (i) the length of the wire (ii) the volume of the wire
Answer: (i) The length of the wire is 2147.76 cm.
(ii) The volume of the wire is 43.16 cm^3.
Step-by-step explanation:
Given : Diameter of copper wire = 8mm = 0.08cm
length of the cylinder = 24 cm
diameter of the cylinder = 49 cm
(i) To calculate the length of the wire.
As we know, surface area of the cylinder = πrl = 3.14*28.5*24 = 2147.76cm.
Hence, the surface area of the cylinder will be the length of the wire, as the wire is evenly wrapped n the surface of the cylinder.
Therefore, the length of the wire is 2147.76 cm.
(ii) To calculate the volume of the wire.
As we know, the formula for the volume of the cylinder = πr^2h
now the volume of the wire is = 3.14*0.08*0.08*2147.76 = 43.16 cm^3.
Therefore, the volume of the wire is 43.16 cm^3.
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help LOL, screenshot below
Answer:
x = 43 degrees
Step-by-step explanation:
47+90 degrees = 137
that little box means that is a 90-degree angle.
(because straight angles are measured 180 degrees) :
180 - 137 = 43
that missing part between 90 degrees (the box) and 47 degrees equals 43.
because 43 is positioned from x where it is, x is also equivalent to 43 degrees.
and just for bonus that's a 90 degree angle to the right of "x" and that's a 47 degree angle to the left of "x" because these angles are all OPPOSITE.
therefore they are congruent.
On each bounce, a ball dropped from 100 feet rises to
1/2
the height from which it has fallen. How high does the
ball rise, in feet, on the 10th bounce?
Answer:
0.5 feet or 6 inches
Step-by-step explanation:
To find the height of the ball on the 10th bounce, we need to use the given equations. Let h be the height of the ball in feet after n bounces (including the initial drop), and k be a constant that depends on the coefficient of restitution. We also have a starting height of 10 feet and a height of 2 feet after 5 bounces, so:
10 = k * 5h
4 = k * 10h
We can solve these two equations for k, then use them to solve for h:
k = (10 - 4) / (5 * 4) = 0.5
Substituting this value into the original height equation, we get:
h = k^2 * 2 = 0.25 * 2 = 0.5
So, the height of the ball on the 10th bounce is 0.5 feet, or 6 inches.
Answer: 0.09766 feet (0.10 rounded to the nearest tenth)
Step-by-step explanation:
Find the area of each figure. Round to the nearest tenth if necessary.
Answer: 60.84mm
Step-by-step explanation:
The area of Triangle is:
A = 1/2 * base * height
7.8mm * 3mm = 23.4mm
23.4mm * 1/2
= 11.7mm
Now, find the area of the rectangle:
A = Base * Height
9.3mm * 7.8mm = 72.54mm
Now subtract the area of the triangle from the area of the rectangle
72.54mm - 11.7mm = 60.84mm
A boat is heading towards a lighthouse, whose beacon-light is 130 feet above the water. From point.� A, the boat’s crew measures the angle of elevation to the beacon, 6∘∘, before they draw closer. They measure the angle of elevation a second time from point � B at some later time to be 11∘∘ . Find the distance from point �A to point �B. Round your answer to the nearest foot if necessary.
The distance from point A to point B is 568.07ft.
What is the distance?
Distance is a measurement of how far apart two things or points are, either numerically or occasionally qualitatively. The distance can refer to a physical length in physics or to an estimate based on other factors in common usage.
Here, we have
Given: A boat is heading toward a lighthouse, whose beacon light is 130 feet above the water. From point. A, the boat’s crew measures the angle of elevation to the beacon, 6°, before they draw closer. They measure the angle of elevation a second time from point B at some later time to be 11°.
Assuming a flat earth
initial measurement
tan6 = 130 / d₁
d₁ = 130/tan6 = 1236.86... ft
d₂ = 130/tan11 = 668.79...ft
distance from A to B
1236.86 - 668.79 = 568.07ft
Hence, the distance from point A to point B is 568.07ft.
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Answer:
568
Step-by-step explanation:
i got this as a question and that was the correct answer
Can anyone tell me the answer to this?
Answer:
x -intercept ---> (-6,0)
y-intercept ---> (0, 9)
Step-by-step explanation:
3x = -18
3x/3 = -18/3
x = (-6,0)
-2y = -18
-2y/-2 = -18/-2
y = (0, 9)
Given BD and CD are lines that are tangent to the circle with mZBDC=48", what is
mZBAC?
48%
m
The measure of ∠BAC is 140° which is the interior angle of the circle.
It is given that the lines BD and CD are tangent to the circle.
It is required to find the measure of ∠BAC if ∠BDC = 40°
What is a circle?
It is described as a group of points, each of which is equally spaced from a fixed point (called the centre of a circle).
We have BD and CD are tangent to circle ∠BDC = 40°
Here we can see in the figure that ∠BAC is the interior angle.
∠ACD = 90° and ∠ABD=90° (because AC is the perpendicular to DC)
So the measure of the ∠BAC is:
= 360 - ∠ACD - ∠ABD - ∠BDC
= 360 - 90 - 90 - 40
= 140°
Thus, the measure of ∠BAC is 140° which is the interior angle of the circle.
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the time between arrivals of taxis at a busy intersection is exponentially distributed with a mean of
The probability of waiting longer than one hour for a taxi is approximately 0.5488
Let X be the time between arrivals of taxis at the intersection. Then, X follows an exponential distribution with a mean of 10 minutes, i.e., E(X) = 10.
We want to find the probability of waiting longer than one hour (i.e., 60 minutes) for a taxi. Let Y be the waiting time for a taxi. Then, Y = kX, where k is a constant.
We can find k as follows
E(Y) = E(kX) = kE(X) = 10k
Since the mean waiting time is one hour (i.e., 60 minutes), we have
E(Y) = 60 minutes = 1 hour
Therefore, we get
10k = 1
k = 1/10
Now we can find the probability of waiting longer than one hour for a taxi as follows
P(Y > 60) = P(kX > 60) = P(X > 6) [since k = 1/10]
where the last step follows from the fact that X follows an exponential distribution with mean 10, so P(X > x) = e^(-x/10) for any x > 0.
Therefore, we get
P(Y > 60) = P(X > 6) = e^(-6/10) = e^(-0.6) ≈ 0.5488
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The given question is incomplete, the complete question is:
The time between arrivals of taxis at a busy intersection is exponentially distributed with a mean of 10 minutes. (a) What is the probability that you wait longer than one hour for a taxi?
Suppose f is continuous on [4,8] and differentiable on (4,8). If f(4)=−6 and f′(x)≤10 for all x∈(4,8), what is the largest possible value of f(8) ? Provide your answer below: The largest possible value of f(8) is
The largest possible value of f(8) is 34.
The problem asks us to find the largest possible value of f(8), where f is a function that is continuous on the closed interval [4,8] and differentiable on the open interval (4,8), and satisfies the conditions f(4) = -6 and f'(x) ≤ 10 for all x in (4,8).
To find the largest possible value of f(8), we need to use the Mean Value Theorem (MVT), which is a theorem in calculus that relates the values of a differentiable function at the endpoints of an interval to the values of its derivative at some point in the interior of the interval.
The MVT states that if f is a function that is continuous on the closed interval [a,b] and differentiable on the open interval (a,b), then there exists at least one c in the open interval (a,b) such that:
f'(c) = (f(b) - f(a)) / (b - a)
In other words, the derivative of the function at some point in the interval is equal to the average rate of change of the function over the interval.
In this problem, we apply the MVT to the interval [4,8] and use the given information to obtain an upper bound on f(8). We have:
f'(c) = (f(8) - f(4)) / (8 - 4)
Simplifying, we get:
f(8) - f(4) = 4f'(c)
Since f'(x) ≤ 10 for all x in (4,8), we have:
4f'(c) ≤ 4(10) = 40
Substituting this into the previous equation, we get:
f(8) - (-6) ≤ 40
f(8) + 6 ≤ 40
f(8) ≤ 34
Therefore, the largest possible value of f(8) is 34, which is the upper bound obtained using the Mean Value Theorem and the given conditions on f(x) and f'(x).
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The local library is undergoing a renovation to make the ramp safe for hand-powered wheelchairs. To do so, they will need to make the angle of elevation no greater than $4. 8\degree$. If the ramp remains $1. 5$ feet high, what is the minimum length the ramp will need to be so that it is safe for hand-powered wheelchairs?
The minimum length the ramp will need to be so that it is safe for hand-powered wheelchairs is approximately 19.7 feet.
To calculate the minimum length of the ramp, we can use trigonometry. We know that the height of the ramp is 1.5 feet and that the angle of elevation should be no greater than 4.8°. Let's call the length of the ramp L.
The tangent of 4.8° is given by:
[tex]$$\tan(4.8\degree) \approx 0.084$$[/tex]
We can use this to set up an equation:
[tex]$$\frac{1.5}{L} \leq 0.084$$[/tex]
Solving for L, we get:
[tex]$$L \geq \frac{1.5}{0.084} \approx 17.9$$[/tex]
So the minimum length the ramp will need to be is approximately 17.9 feet. However, we should round up to ensure that the angle of elevation is no greater than 4.8°. Therefore, the minimum length the ramp will need to be so that it is safe for hand-powered wheelchairs is approximately 19.7 feet.
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Lily thinks of a number k she triples it and then subtracts 8 to get an answer of 7 write an equation to describe this and use your equation to calculate k
Lily took a certain number, multiplied it by 3, and then subtracted 8 from the product, which resulted in 7. The initial number was 5.
The equation that describes this situation is: 3k - 8 = 7.
To solve for k, we can isolate the variable by adding 8 to both the sides of the equation:
3k - 8 + 8 = 7 + 8
3k = 15
Finally, we can solve for k by dividing both sides of the equation by 3:
k = 5
Therefore, Lily started with the number 5, tripled it to get 15, and then subtracted 8 to get an answer of 7.
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Pls help due tomorrow
Answer:
School A: 240 students
School B: 380 students
Step-by-step explanation:
We get these answers by dividing the number of students in each school by 2.
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A local company models its revenue, R, in dollars, as a function of the selling price, x dollars, of the item it makes. This function is given by () = ( − 20)! + 80,000, where a is some constant. It is known that when the selling price is $25, the revenue is $60,000. Use this information to solve for the value of a
The value of a in the revenue function of the local company is -780, which is obtained by using the given information about the revenue at a selling price of $25.
We are given that the revenue function of the local company is:
R(x) = (a - 20)x + 80,000
We also know that when the selling price is $25, the revenue is $60,000. We can use this information to solve for the value of a:
R(25) = (a - 20)(25) + 80,000 = 60,000
Simplifying this equation, we get:
25a - 500 + 80,000 = 60,000
25a + 79,500 = 60,000
25a = 60,000 - 79,500
25a = -19,500
a = -780
Therefore, the value of a is -780.
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What is the image point of (−8,−9) after a translation left 3 units and down 5 units?
Answer:
(-11, -14)
Step-by-step explanation:
Point (-8, -9)
Translation left 3 units
(-8, -9) → (-11, -9)
Down 5 units
(-11, -9) → (-11, -14)
So, the final point will be at (-11, -14)
Compute each sum or differences
9/10 + 5/8
Answer for 9/10 + 5/8 = 61/40
Define the term equation?A statement that shows the two mathematical expressions which are equal to each other is known as an equation. It may have one or more variables, and the objective is frequently to determine the values of the variables that hold the equation true.
According to the question; add two fractions, we need to find a common denominator.
The common denominator for 10 and 8 is 40.
therefore, to convert both fractions to have a denominator of 40:
9/10 = (9/10) × (4/4) = 36/40
5/8 = (5/8) × (5/5) = 25/40
Here the fractions have the same denominator (40), we can add them:
36/40 + 25/40 = 61/40
Therefore, 9/10 + 5/8 = 61/40.
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