-3x-10=32 i couldn't find the answer!!

The expression in simplest form that represents the

total amount that Andrew spent would be = $8d

The simple forms of representation of expression shows that all the values of that expression are in its simplest form.

In Andrew cans of ping pong balls,

Last week he bought = 4 cans

This week he bought = 2 cans

The cost of ping pong balls = d dollars per

can..

The total amount that Andrew spent would be;

= d × ( 4+2)

= $8d

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Answer:

A. the number of tornadoes decreased by 11

Step-by-step explanation:

point A rests on 13, point B rests on 2. therefore 13-2 = 11

Answer:#1 she didn't finish solving

#2 finish solving for a.

#3 it is similar to solving a two step equation because it is a two step equation just there are variables to go along with it.

Step-by-step explanation:

Answer:

no

Step-by-step explanation:

x + 15 = 42

Subtract 15 from each side

x + 15-15 = 42-15

x = 27

x = 17 is not 27 so it is not a solution

Answer:

No.

Step-by-step explanation:

If you substitute 17 in for x in the equation you get 17+15=42.  Simplify to get 32=42.  This is not a true statement, so x=17 is not the answer.

The value of the median of the data set is,

⇒ Median = 3.6

We have to given that;

The data set is,

⇒ 2.5, 7.2, 2.5, 2.9, 4.7, 3.6, 4.7

Now, We can arrange into ascending order as;

⇒ 2.5, 2.5, 2.9, 3.6, 4.7, 4.7, 7.2

Since, There are 7 terms.

Hence, The value of median is,

= (7 + 1)/2 the term

= 8/2

= 4th term

= 3.6

Thus, the value of the median of the data set is,

⇒ Median = 3.6

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Based on the given information, the following statements are true:

1. Line R S is perpendicular to lines A B and C G on the y plane.

2. Line R S is parallel to line D F on the x plane.

3. Lines A B and C G are perpendicular to each other on the x plane.

What is Right angle ?
A right angle is an angle that measures exactly 90 degrees, or a quarter of a complete turn. It is often represented by a small square drawn at the vertex of the angle, as shown in the symbol "∟".

Explanation:

Statement 1 is true because line R S lies in plane Y and is perpendicular to the intersection of planes X and Y, which is represented by the right angle between lines A B and C G in the x plane.

Statement 2 is true because line R S is horizontal on plane Y, and line D G is parallel to line A B on the x plane, so line R S is also parallel to line D F on the x plane.

Statement 3 is true because lines A B and C G are beside each other and do not intersect on plane X, so they must be parallel to each other and perpendicular to line R S in the y plane.

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Answer: 6.2

Step-by-step explanation:

The decimal form of given number 6+1/4 is 6.25.

Given that:

The number:  6+1/4

To write 6+1/4 as a decimal, follow these steps:

Step 1: Convert the whole number part.

Since 6 as the whole number, we write it down as it is: 6.

Step 2: Convert the fraction part.

To convert the fraction 1/4 into a decimal, you need to divide the numerator (1) by the denominator (4).

1 ÷ 4 = 0.25

Step 3: Combine the whole number and the decimal.

Now, combine the whole number (6) and the decimal (0.25) to get the final decimal representation.

6 + 0.25 = 6.25

Therefore,  6+1/4   written as a decimal is 6.25.

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Complete question:

What is  6+1/4  written as a decimal? Please help me I am very confused.

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The linear term in the given function is :

\(\mathrm{✌TeeNForeveR✌}\)

Answer:

The linear term is \(\sf5x\)

Hope it helps you!

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Answer:

b = 3/4

Step-by-step explanation:

The area of a triangle is given by

A = 1/2 bh

3/ 40 = 1/2 b ( 1/5)

Multiply

3/40 = 1/10 b

Multiply each side by 10

10 *3/40 = 10* 1/10 b

3/4 = b

Answer:

x=4

Step-by-step explanation:

1. 2x+4=12

2. 2x+4-4=12-4

3. 2x=8

4. 2x/2=8/2

5. x=4

Answer:

x=4

Step-by-step explanation:

2x+4=12

Step 1: subtract both sides by 4

4-4=0 and 12-4=8

Now you are left with 2x=8

Step 2: divide 2 on both sides

2/2=1x and 8/2=4

Therefore, x=4

The solution to the given IVP is.\($i(t)-\frac{E}{R}+\left(i_0-\frac{E}{R}\right) e^{-\frac{R}{L}}$\)

Initial value problems describe a type of problem in calculus. Initial value problems in calculus concern differential equations with a known initial condition that specifies the value of the function at some point. The purpose of these problems is to find the function that describes the system, which can be done by integrating the differential equation.

Consider the initial value problem,

L \(\frac{d i}{d t}+R i=E \text {. }\)

The initial condition is. \($i(0)=i_0$\)

Rewrite the DE as,

\(\begin{gathered}L \frac{d i}{d t}+R i=E \\\frac{d i}{d t}+\frac{R}{L} i=\frac{E}{L}\end{gathered}$$\)

This is a linear DE.

Compare the DE  \(\frac{d i}{d t}+\frac{R}{L} i=\frac{E}{L}$\) with the general DE \(\frac{d i}{d t}+P(t) i=Q(t)$\). Then \($P(t)=\frac{R}{L}$\) and \($Q(t)=\frac{E}{L}$\).

Find the integrating factor (IF).

                                     \($$\begin{aligned}I F & =e^{\int P(t) \vec{t}} \\& =e^{\int\left(\frac{\pi}{\mathrm{I}}\right) \mathrm{A}} \\& =e^{\frac{\pi}{l^2}}\end{aligned}$$\)

Thus, the integrating factor is \($I F=e^{\frac{R^2}{2^2}}$\).

Now multiply both sides of the DE with the IF.

                                   \($$\begin{array}{r}e^{\frac{R}{\bar{L}^t}}\left(\frac{d i}{d t}+\frac{R}{L} i\right)=\frac{E}{L} e^{\frac{R}{L^t}} \\\frac{d i}{d t} e^{\frac{\pi}{L^t}}+\frac{R}{L} e^{\frac{R}{\bar{L}^t}} i=\frac{E}{L} e^{\frac{\pi}{\bar{L}^t}} \\{\left[i e^{\frac{R}{L^2}}\right]=\frac{E}{L} e^{\frac{R^L}{L^t}}}\end{array}$$\)

Integrate on both sides.

        \($$\begin{aligned}& \int\left[i e^{\frac{R}{L}}\right] d t=\int \frac{E}{L} e^{\frac{R}{L^t}} d t \\& i e^{\frac{R}{L^{\mathrm{r}}}}=\frac{E}{L} \int e^{\frac{\pi}{L^t}} d t \\& i e^{\frac{R}{\perp} r}=\frac{E}{L}\left[\frac{e^{\frac{R}{2}}}{\frac{R}{L}}\right]+C \\& i e^{\frac{R}{\Gamma}+}=\frac{E}{R} e^{\frac{R^2}{I^{+}}}+C \\& i(t)=\frac{\frac{E}{R} e^{\frac{R}{L^2}}+C}{e^{\frac{R}{D^2}}} \\& t(t)=\frac{E}{R}+C e^{-\frac{R}{L^t}} \\&\end{aligned}$$\)

Thus, the general solution to the \(\mathrm{DE}\) is \($i(t)=\frac{E}{R}+C e^{-\frac{R}{t^*}}$\).

Use the initial condition. \($i(0)=i_0$\)

Substitute \($t=0$\) and \($i(0)=i_0$\) in \($i(t)=\frac{E}{R}+C e^{-\frac{R}{I^t}}$\).

\($$\begin{aligned}& i(0)=\frac{E}{R}+C e^{-\frac{R}{I}(0)} \\& i_0=\frac{E}{R}+C e^0 \\& i_0=\frac{E}{R}+C \quad \text { use } e^0=1 \\& C=i_0-\frac{E}{R}\end{aligned}$$\)

Substitute  \($C=i_0-\frac{E}{R}$\) in \($i(t)=\frac{E}{R}+C e^{-\frac{R}{L^1}}$\).

\($$\begin{aligned}& i(t)=\frac{E}{R}+C e^{-\frac{R}{I}} \\& i(t)=\frac{E}{R}+\left(i_0-\frac{E}{R}\right) e^{-\frac{\pi}{t^t}}\end{aligned}$$\)

Therefore, the solution to the given IVP is. \($i(t)-\frac{E}{R}+\left(i_0-\frac{E}{R}\right) e^{-\frac{R}{L}}$\).

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From the question

The probability a student at school A is in grade 10 is

From the table

Number of students in grade 10 at school A = 25

Total number of students in School A = 120

Therefore

The probability a student at school A is in grade 10 is

Hence, The probability a student at school A is in grade 10 is 5/24

The probability a student at school B is in grade 10 is

From the table

Number of students in grade 10 at school B = 20

Total number of students in School A = 80

Therefore

The probability a student at school B is in grade 10 is

Hence, The probability a student at school B is in grade 10 is 1/4

Since, the probability a student at school B is in grade 10 is greater than the probability a tudent at school A is in grade 10 then

It is less like

Answer:

can't you do Russian math homework on your own

Step-by-step explanation:

Michael needs to analyze the population data, demographics of the city, and the competition in the area to determine whether or not to open a new store.

Michael is trying to determine where to open two new store locations. He has population data to determine the amount of revenue he will receive for each location.

He is charged a $1000 fee for opening a new store at a certain location. However, he is unsure whether the population of the city would be large enough to warrant opening a new store at that location.

The first step that Michael needs to take is to analyze the population data that he has.

Based on the population data, he needs to make an informed decision about whether or not to open a new store at that location. This would require him to take into consideration the average income of the population as well as the demographics of the city.

Another important factor that Michael needs to take into consideration is the competition in the area. If there are already several stores in the area, then opening a new store might not be a good idea.

This is because the competition would be too high and he would not be able to generate enough revenue to make up for the cost of opening a new store.

However, if there are no stores in the area, then Michael might consider opening a new store. This would require him to invest a significant amount of money, but he could also generate a significant amount of revenue in return.

Additionally, he needs to take into consideration the cost of opening a new store and whether or not he can generate enough revenue to make up for that cost.

Overall, Michael needs to carefully analyze all the data that he has before making an informed decision about where to open new store locations.

In conclusion, Michael needs to analyze the population data, demographics of the city, and the competition in the area to determine whether or not to open a new store. If the population is large enough and there is no competition in the area, then he should consider opening a new store. However, if there is already a significant amount of competition in the area, then he should avoid opening a new store.

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The set of whole numbers is closed under addition.

A set is the mathematical model for a collection of different things.

The addition of any two whole numbers always produces another whole number. Therefore, the set of whole numbers is closed under addition.

Hence, The set of whole numbers is closed under addition.

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The equation of the line is -3x - y + 2 = 0.

Here, we are given a graph of a line as shown in the image below.

From the graph we can see that the line cuts the y axis at -2. This means that when x = 0, y = -2.

Thus, we get one point, that is, (0, -2)

Similarly, the line cuts x axis at 2/3.

Thus, we get another point, that is, (2/3, 0)

Thus, the slope of the line will be-

(0 + 2)/ (2/3 - 0)

= 2*3/2

= 6/2

= 3

The equation of a line is given as y = mx + c, where m is the slope and c is the y intercept.

Here, m = 3 and c = -2

Thus, equation of the line will be-

y = 3(x) - 2

y = 3x - 2

-3x - y + 2 = 0

Thus, the equation of the line is -3x - y + 2 = 0.

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Your question was incomplete. Check for the missing figure below.

A. To determine if an integral is convergent, we analyze the function's behavior, integrability, apply integration techniques, and examine its limits, ensuring they are finite, leading to a finite result.

B. To determine if an integral is divergent, we look for infinite limits, vertical asymptotes, and erratic behavior within the integration interval, indicating the lack of a finite value for the integral.

A. To determine if an integral is convergent, we need to consider several approaches. First, we check for basic convergence criteria such as infinite limits or vertical asymptotes.

Then, we examine integrability, ensuring the function is continuous or has a finite number of discontinuities. Next, we simplify the integral using integration techniques.

Finally, we analyze the behavior of the function at infinity and apply comparison tests if necessary to establish convergence.

B. To determine if an integral is divergent, we follow a series of steps. First, we check for basic divergence criteria such as infinite limits or vertical asymptotes.

Then, we examine integrability, looking for discontinuities that prevent integration. Next, we simplify the integral using integration techniques. Finally, if the integral does not converge, it is deemed divergent.

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\(The null hypothesis is: $H_0: μ = 1493$, which is the same as the mean household expenditure for energy in 2001.\)

\(The alternative hypothesis is: $H_1: μ ≠ 1493$,\) which means the mean household expenditure for energy has changed significantly from its 2001 level at the 0.05 level of significance.

The level of significance is 0.05.

\(The degrees of freedom are: $df = n - 1 = 35 - 1 = 34$.\)

The critical value for a two-tailed test is obtained from the t-distribution table or from \(calculator: $t_{0.025, 34} = 2.032$.\)

\(The test statistic is calculated by:$$t = \frac{\bar{x} - μ}{\frac{s}{\sqrt{n}}} = \frac{1618 - 1493}{\frac{321}{\sqrt{35}}} = 3.45$$\)

\(Since the calculated value of the test alternative hypothesis is: $H_1: μ ≠ 1493$, t is greater than the critical value $t_{0.025, 34}$,\)

we reject the null hypothesis $H_0$.

Therefore, we conclude that there is sufficient evidence to suggest that the mean household expenditure for energy has changed significantly from its 2001 level at the 0.05 level of significance.

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Answer:

y= -4x+4

Step-by-step explanation:

there you go!!!

Answer:

m= -4 would be the equation

Step-by-step explanation:

Answer:

77

Step-by-step explanation:

Is this a trick question? If it is I love the challenge

The value of the number is 43

What is an Equation?

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the number be = A

Now , let the ones digit of the number be = x

Let the tens digit of the number be = y

Now , the equation will be

The number of ten blocks = 7 base ten blocks

So , the equation is

x + y = 7

Now , one of the digits is 4

And , number of tens blocks is greater than the number of ones blocks

So , the next digit of the number is 3

4 > 3

Therefore , the number from the equation is 43

Hence , The value of the number is 43

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The Domain of both the function sine and cos will be R and Range is -1 to 1.

A function's domain and range are its components. A function's range is its potential output; its domain is the set of all conceivable input values. Domain, Function, and Range. If a function f: A B exists that maps every element in A to an element in B, then A is the domain and B is the co-domain. The image of an element 'a' under a relation R is provided by 'b,' where (a,b) R. The set of photographs makes up the function's range.

In order to find the domain of the sine and cosine functions we need to find the value for which the function will be given a well-defined value.

So for sine and cosine, the Domain will all be real number i.e R.

And when we put any real number in the domain we will get the function of the sine and the cosine will be lying between -1 to 1.

Hence the Domain of sine and cos will be R and Range is -1 to1.

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Answer:

9

Step-by-step explanation:

find absolute value

Answer:

hi my name is ais

Step-by-step explanation:

1624#I don't care

Answer:

e

Step-by-step explanation:

The result of 120 = 10(10+2),  yes we apply the distributive property

120 can be written as

120 = 100 + 20

Taking 10 common

120 = 10×10 + 10×2

Using distributive property

the distributive property, multiplying the sum of two or more addends by a number produces the same result as when each addend is multiplied individually by the number and the products are added together.

120 = 10(10 + 2)

The distributive property of multiplication states the following:

a(b + c) = ab +bc

To check we can solve

= 10 × (10 +2)

= 100 + 120

= 120

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The question is in Spanish question in English is :

To obtain the result of 120 = 10(10+2), can we apply the distributive property?

Answer:

6

Step-by-step explanation:

There are 46 children attending the field trip.

Each van needs to transport 8 children.

To find the number of vans they need, we will divide the number of children by the number of children per van:

46 / 8 = 5.75 ≅ 6 vans

They need 6 vans.

The volume generated by rotating the region bounded by the curve y = x about the y-axis using the method of cylindrical shells is 486π cubic units.

To find the volume generated by rotating the region bounded by the curve y = x about the y-axis using the method of cylindrical shells, we can follow these steps:

First, let's sketch the region bounded by the curve y = x. This is a straight line passing through the origin with a slope of 1. It forms a right triangle in the first quadrant, with the x-axis and y-axis as its legs.

Next, we need to determine the limits of integration. Since we are rotating about the y-axis, the integration limits will correspond to the y-values of the region. In this case, the region is bounded by y = 0 (the x-axis) and y = x.

The height of each cylindrical shell will be the difference between the upper and lower curves. Therefore, the height of each shell is given by h = x.

The radius of each cylindrical shell is the distance from the y-axis to the x-value on the curve. Since we are rotating about the y-axis, the radius is given by r = y.

The differential volume element of each cylindrical shell is given by dV = 2πrh dy, where r is the radius and h is the height.

Now we can express the volume of the solid of revolution as the integral of the differential volume element over the range of y-values:

V = ∫[a, b] 2πrh dy

Here, [a, b] represents the range of y-values that define the region. In this case, a = 0 and b = 9 (as y = x, so the curve intersects y-axis at y = 9).

Substituting t

he values of r and h into the integral, we have:

V = ∫[0, 9] 2πy(y) dy

Simplifying, we get:

V = 2π ∫[0, 9] y^2 dy

Evaluating the integral, we have:

V = 2π [y^3/3] from 0 to 9

V = 2π [(9^3/3) - (0^3/3)]

V = 2π [(729/3) - 0]

V = 2π (243)

V = 486π

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The function f(x) appears to be a polynomial function.

Based on the description of the graph, the function f(x) does not appear to be exponential, logarithmic, or rational.

Exponential functions typically exhibit a constant rate of change as x increases or decreases, resulting in a curve that either exponentially increases or decreases. The graph described does not match this pattern, as it increases in some areas and decreases in others.

Logarithmic functions have a characteristic shape with a vertical asymptote and a slow growth or decay. The given graph does not exhibit this behavior.

Rational functions are defined as the ratio of two polynomials, and their graphs often have vertical and horizontal asymptotes. However, the description does not mention any asymptotes, suggesting that the function is not rational.

The most suitable choice based on the given information is polynomial. Polynomial functions are characterized by having non-negative integer exponents and can exhibit various shapes, including increasing or decreasing trends. The description mentions that the graph is increasing in quadrant 3 and quadrant 4, indicating that the function could be a polynomial.

Without additional information or the specific equation of the function, it is challenging to determine the exact degree or form of the polynomial function.

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