4x-2y=6 for y in terms of x

The difference quotient [f(x+h)-f(x)]/h for the function f(x)=-5x-1 is -5.

To find and simplify the difference quotient [f(x+h)-f(x)]/h for the function f(x)=-5x-1, we need to substitute (x+h) into the function for x and then simplify.

First, let's substitute (x+h) into the function for x:
f(x+h) = -5(x+h) - 1

Next, let's simplify:
f(x+h) = -5x - 5h - 1

Now, let's subtract f(x) from f(x+h):
[f(x+h) - f(x)] = (-5x - 5h - 1) - (-5x - 1)

Simplifying further:
[f(x+h) - f(x)] = -5h

Finally, let's divide by h:
[f(x+h) - f(x)]/h = -5h/h = -5

Therefore, the difference quotient [f(x+h)-f(x)]/h for the function f(x)=-5x-1 is -5.

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The first model of inequality satisfy the problem i.e 2w + 2* 4w ≤ 106

A rectangle is a four-sided, two-dimensional flat shape. The opposite sides of a rectangle's four sides are parallel and equal to one another. It belongs to a category of quadrilaterals where each of the four angles is a straight angle or measures 90 degrees. A particular kind of parallelogram that has all of its angles equal is the rectangle. A square is a rectangle with four equally sized sides. Let's now explore the characteristics of the rectangle in this essay.

Rectangles' essential characteristics are as follows:

A rectangle is a parallelogram.

The Perimeter of the rectangle is 2a + 2b where a and b are the two sides

Now , if w is the width of the rectangle then, the length is 4w given in problem.

Perimeter,

2w + 2* 4w

As it is given in the problem

2w + 2* 4w ≤ 106

The first model of inequality satisfy the problem.

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Answer:

Rhion did better in maths test.

Step-by-step explanation:

Given that:

Rhion scored 14 out of 17.

We will find percentage and then compare them.

Percentage = \(\frac{Score}{Total\ marks}*100\)

Percentage = \(\frac{14}{17}*100\)

Percentage = 82.35%

Rhion scored 31 out of 39.

Percentage = \(\frac{31}{39}*100\)

Percentage = 79.48

On comparing,

82.35 > 79.48

Hence,

Rhion did better in maths test.

Answer:

1133.54 ft^2

Step-by-step explanation:

the area of a circle is pir^2. r=19ft. so the answer is 3.14*19^2=1133.54

Answer:

29598

Step-by-step explanation:

8+990+6600+22000

( alternative answer 2.9598x10 to the power of 4)

Answer:

29,598

Step-by-step explanation:

8x1+990+6600+22000

998+2200+6600

=29,598

The test statistic, t, is calculated as follows: t = (T1 - T2) / sqrt((81/ni1) + (82/ni2)), where ni1 and ni2 are the sample sizes, T1 and T2 are the sample means, and 81 and 82 are the sample variances. Using the given information, we can plug in the values to calculate the test statistic.

The test statistic, t, is a measure used in hypothesis testing to determine the significance of the difference between two sample means. In this case, we have two samples with sizes of 55 and 40, sample means of 2.59 and 2.18, and sample variances of 0.79 and 0.71.

By plugging these values into the formula, we can calculate the test statistic as t = (2.59 - 2.18) / sqrt((0.79/55) + (0.71/40)). Using a calculator, the test statistic is approximately 1.81.

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The system of inequalities that matches the given word problem is:

5x + 2y <= 80

x >= 8

A system of inequalities is a set of two or more inequalities in one or more variables. Systems of inequalities are used when a problem requires a range of solutions, and there is more than one constraint on those solutions.

Let's break down the problem and identify the key information:

The budget for food is 80 dollars

Little Cesar's pizzas cost 5 dollars each

McDonald's McChicken's cost 2 dollars each

At least 8 Little Cesar's pizzas are needed to feed everyone that wants pizza

Let x represent the number of pizzas bought and y represent the number of McChicken's bought. The total cost of pizzas and McChicken's should be less than or equal to 80 dollars, which gives us the first inequality:

5x + 2y <= 80

Additionally, we know that at least 8 pizzas should be bought, which gives us the second inequality:

x >= 8

Therefore, the system of inequalities that matches the word problem is:

5x + 2y <= 80

x >= 8

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Given the fraction

The reciprocal of a fraction is just switching the numerator (top number) and the denominator (bottom number). The negative reciprocal takes the negative of that number. Therefore:

Answer:

The man can wear 15 different outfit combinations by mixing and matching his six different sport shirts and four different pairs of slacks.

Combination is a way of counting the number of different groups of items that can be selected from a larger set without regard to the order in which they are selected.

In this case, the man has six different sport shirts and four different pairs of slacks, and he wants to know how many different outfit combinations he can wear. We can use the formula for combinations to calculate the number of possibilities.

The formula for combinations is:

ⁿCₓ = n! / (x! * (n - x)!)

Where n is the total number of items, x is the number of items being selected, and the exclamation mark (!) represents the factorial of a number (i.e., the product of all positive integers up to that number).

Using this formula, we can calculate the number of different combinations the man can wear as follows:

Number of sport shirts (n) = 6

Number of slacks (x) = 4

Number of combinations = ⁶C₄ = 6! / (4! * (6 - 4)!)

= (6 * 5 * 4 * 3 * 2 * 1) / [(4 * 3 * 2 * 1) * (2 * 1)]

= 15

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Answer:

1/4 × 3/1

To divide by a fraction you have to multiply by the inverse of the second fraction.

Answer:

Step-by-step explanation:

If Carlos is 6ft tall and looks up at the tree that is 275 ft tall, subtract those two.

275 - 6 = 269

Use tangent with the given angle and the new height. The distance is x.

tan15 = 269/x

x = 269/tan15

x = 1004ft

The distance from Carlos to the tree, given he is 6 feet tall and looks up at a 15° angle of elevation to see the top of a 275-foot tall tree located in Sequoia National Park, is 1026.

Hence option C is correct.

According to the information given,

We can set up a right triangle with Carlos's eye level, the top of the tree, And the base of the tree as the three points of the triangle.

Carlos's height of 6 feet can be used as one side of the triangle,

And we can use the tangent function to find the length of the adjacent side.

A tangent of 15 degrees is equal to the opposite side (height of the tree) divided by the adjacent side (distance from Carlos to the tree).

So, we can solve for the adjacent side by multiplying the height of the tree by the tangent of 15 degrees:

tan(15) = height of the tree / distance from Carlos to the tree

Distance from Carlos to the tree = height of the tree / tan(15)

Plugging in the values given:

Distance from Carlos to the tree = 275 / tan(15)

                                                      ≈ 1026

Therefore,

The nearest foot to the distance from Carlos to the tree is option C. 1026.

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The percentage is 20% of the course for the Melissa ridden so far.

What is mean by Percentage?

A number or ratio that can be expressed as a fraction of 100 or a relative value indicating hundredth part of any quantity is called percentage.

To Calculate the percent of a number , divide the number by whole number and multiply by 100.

Given that;

Melissa has ridden 8 miles of a bike course.

And, The course is 40 miles long.

Now,

Percentage = (Number of miles/ Total course) x 100

Percentage = 8 / 40 x 100

Percentage = 20%

Thus, The percentage is 20% of the course for the Melissa ridden so far.

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Answer:

80%

Step-by-step explanation:

100 / 5 = 20

4 * 20 = 80

80%

Done!

The value of the collection originally was $1,000,000

What was the original value of the collection?

The original value of the collection is not known, hence, it is represented by X

The increase in value by $50,000 means that the value is X+$50,000

Now, when the error was discovered, it is now worth half of the  value previously

The new value is (X+$50,000)*0.5

New value=(X+$50,000)*0.5

The new value at this point is $525,000

$525,000=(X+$50,000)*0.5

$525,000/0.5=X+$50,000

$1,050,000=X+$50,000

X=$1,050,000-$50,000

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Answer:

81.9

Step-by-step explanation:

simple math  pls mark brainlist

Answer:

33.33%

Step-by-step explanation:

Calculate percentage change from

V1 = 9 to V2 = 12

(V2-V1)|V1|×100

=(12−9)|9|×100

=3/9×100

=0.333333×100

=33.33%

The radius of the silo which is in the shape of cylinders and spheres  , correct to the nearest tenth of a foot, is approximately 10.3 feet.

To find the radius of the silo, we need to determine the radius of the cylindrical section.

The volume of the cylindrical section can be calculated using the formula:

\(V_{cylinder} = \pi * r^2 * h\)

where \(V_{cylinder}\) is the volume of the cylindrical section, r is the radius of the cylindrical section, and h is the height of the cylindrical section.

Given that the cylindrical section is 30 ft tall, we can rewrite the formula as:

\(V_{cylinder} = \pi * r^2 * 30\)

To find the radius, we can rearrange the formula:

\(r^2 = V_{cylinder} / (\pi * 30)\)

Now, we can substitute the total volume of the silo, which is 10,000 cubic feet, and solve for the radius:

\(r^2 = 10,000 / (\pi * 30)\)

Simplifying further:

\(r^2 = 106.103\)

Taking the square root of both sides, we find:

\(r = \sqrt{106.103} = 10.3\)

Therefore, the radius of the silo which is in the shape of cylinders and spheres  , correct to the nearest tenth of a foot, is approximately 10.3 feet.

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Given an angle that is positive, less than 360°, and coterminal with 395° is 35°.

Subtract 360° from 395°.

We know that 1 revolution is equal to 360°.

Therefore, a positive angle that is less than 360° and coterminal with 395° is 35°.

When an angle is less than 360° and shares the same terminal side with another angle that is less than 360°, then the angle is referred to as a coterminal angle.

In other words, the two angles have the same initial side and terminal side but can be either positive or negative.

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To perform a translation of moving the equation x² + y² = 121 up 3 units, we modify the equation by adding 3 to the y-coordinate. The resulting equation is x² + (y + 3)² = 121.

To perform a translation of moving the equation x² + y² = 121 up 3 units, we need to modify the equation to reflect the new position. Since the translation is upward, we add 3 to the y-coordinate in the equation.

By adding 3 to the y-coordinate, the equation becomes x² + (y + 3)² = 121. This new equation represents the original equation shifted upward by 3 units.

The equation x² + (y + 3)² = 121 describes a circle centered at the origin with a radius of 11 units. The translation shifts this circle upward by 3 units, preserving its shape and size but changing its position in the coordinate plane.

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Answer:

where are the choices?

Step-by-step explanation:

4.571 billion years is equals to  1.4415 × 10⁷ seconds.

To calculate the number of seconds in 4.571 billion years, we first need to determine how many seconds there are in a year. There are 60 seconds in a minute, 60 minutes in an hour, 24 hours in a day, and 365 days in a year. Multiplying these together gives us 31,536,000 seconds in a year.

Next, we multiply the number of seconds in a year by the number of years in 4.571 billion years. This gives us:

31,536,000 seconds/year x 4,571,000,000 years = 1.4415 × 10¹⁷ seconds

Therefore, there are approximately  1.4415 × 10¹⁷ seconds  in 4.571 billion years.

It's worth noting that this calculation assumes a standard year of 365 days. In reality, a year is slightly longer than 365 days, and so the actual number of seconds in 4.571 billion years would be slightly higher. Nonetheless, this calculation provides a good approximation.

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Answer: heyo my friend, missed ya <3

Step-by-step explanation:

If Amelia starts with 6 feet of wire, she can make at most one necklace because a necklace requires 23 feet of wire, which is more than the amount of wire she has available.

Based on the information given, we know that Amelia has 6 feet of wire available. We also know that a necklace requires 23 feet of wire to make, according to the given table of wire requirements.

Since Amelia only has 6 feet of wire, she does not have enough wire to make even one complete necklace. In fact, she would need almost four times her current amount of wire (23 feet) to make just one necklace.

Therefore, the maximum number of necklaces that Amelia can make with 6 feet of wire is zero. She would need to obtain more wire before she can make any necklaces.

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Answer:

a2 + b2 + c2 - ab - bc - ca

= (1/2)(2a2 + 2b2 + 2c2 - 2ab - 2bc - 2ca)

= (1/2)(a2 - 2ab + b2 + b2 - 2bc + c2 + c2 - 2ca + a2)

= (1/2)[(a-b)2 + (b-c)2 + (c-a)2]

Now we know that, the square of a number is always greater than or equal to zero.

Hence, (1/2)[(a-b)2 + (b-c)2 + (c-a)2] ≥ 0 => it is always non-negative.

Answer:

5^n-1

Step-by-step explanation:

5^n-1*30

Answer:

68.1407 us the answer

Step-by-step explanation:

Just add

The axis of symmetry for the given object and image is added as an attachment

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

The object and the image

By definition, the axis of symmetry is any line that divides a shape and its image into symmetrical parts i.e. into identical shapes and sizes

In this case, the axis of symmetry would be a vertical line that divides both triangles in to identical figures

Using the above definition as a guide, we can draw the axis of symmetry for the object and image & then label it AB

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The longer worm was ( 3)/(10) of an inch longer than the shorter worm.

To find out how much longer the longer worm was, we need to subtract the length of the shorter worm from the length of the longer worm.

Length of shorter worm = ( 1)/(2) inch

Length of longer worm = ( 1)/(5) inch

To subtract fractions with different denominators, we need to find a common denominator. The least common multiple of 2 and 5 is 10.

So,

( 1)/(2) inch = ( 5)/(10) inch

( 1)/(5) inch = ( 2)/(10) inch

Now we can subtract:

( 2)/(10) inch - ( 5)/(10) inch = ( -3)/(10) inch

The longer worm was ( 3)/(10) of an inch longer than the shorter worm.

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A line plot can be a useful tool for the students to analyze their results because it allows them to easily see the distribution of heights among the 20 students. By plotting each student's height as a dot above a number line, the students can quickly see how many students fall into each height range and identify any outliers or patterns in the data.

For example, if most of the dots fall within a small range of heights, the students can see that there is a cluster of heights in that range. Conversely, if there are only a few dots in a particular height range, the students can see that there is less variation in that range.

The line plot can also help the students to identify the mode, which is the most common height among the students, and the median, which is the middle height when the heights are ordered from smallest to largest. These measures of central tendency can help the students to understand the typical height of their classmates and how much variation there is in the data.

Overall, a line plot is a simple and effective way for the students to visualize and analyze their height data, and it can help them to draw meaningful conclusions about the distribution of heights among the 20 students.

Answer:

the answer is 9/16 I hope this doesn't require step by step solve

Answer:

Step-by-step explanation:

x - 2 x 2 = 8

x times 2 = 8

x = 4