Please help me I don't understand this

Answer 1: x=2y−7

Answer 2: x= 3/2y -5

Heart if this helped

Answer:

x=1 and y=4

Step-by-step explanation:

Let's solve your system by substitution.

3x−6y=−21;6x−9y=−30

Step: Solve3x−6y=−21for x:

3x−6y=−21

3x−6y+6y=−21+6y(Add 6y to both sides)

3x=6y−21

x=2y−7

Substitute2y−7for x in6x−9y=−30:

6x−9y=−30

6(2y−7)−9y=−30

3y−42=−30(Simplify both sides of the equation)

3y−42+42=−30+42(Add 42 to both sides)

3y=12

y= 4

Substitute4foryinx=2y−7:

x=2y−7

x=(2)(4)−7

x=1(Simplify both sides of the equation)

Answer:

C. 2mn and mn^2

Step-by-step explanation:

All of the other options are like terms.

Option A: -x+3x=2x

Option B: 4a+7a=11a

Option D. 3p^2q+(-p^2q)=2p^2q

Option C: These terms are not like terms since 2mn is not squared while mn^2 is squared.

Hence,

the correct option would be C.

Hope this helps!!! PLZ MARK BRAINLIEST!!!

Answer:

The thrid option or 2mn and mn^2

Step-by-step explanation:

Like terms are sets of terms that have the same variables and powers. All these answer choices have the same variables but answer c are not like terms because the second term is raised to the power of 2 and the first is not. Coefficients do not matter for like terms.

Answer:

The slope is 30, and the y-intercept is 75.

Step-by-step explanation:

Use two points from the table, and find the equation of a line given two points.

Point 1: (1, 105)

Point 2: (3, 165)

y = mx + b

slope = m = (y_1 - y_1)/(x_2 - x_1)

m = (165 - 105)/(3 - 1) = 60/2 = 30

y = 30x + b

Use point (1, 105) for x and y.

105 = 30(1) + b

105 = 30 + b

b = 75

y = 30x + 75

The slope is 30, and the y-intercept is 75.

the answer is a batty fish with a Somali forehead

Answer:

1st option

Step-by-step explanation:

Answer:

6.96/12

= 0.58

Step-by-step explanation:

each donut costs $0.58. you can check the work by plugging 12 in for x.  (0.58x)

i hope this helps :)

Answer:

a. Discrete

b. Continuous

c. Continuous

d. Discrete

e. Discrete

f. Continuous

g. Discrete

h. Continuous

i. Continuous

j. Discrete

Step-by-step explanation:

a. The number of fence posts in a garden is a discrete data because it is a countable quantity and cannot be measured or subdivided. It can only take on integer values.

b. The length, in meters, of each car in a car park is a continuous data because it can take on any value within a certain range. It can be measured more accurately and can be subdivided into smaller units.

c. The weights of pineapples in a box is continuous data because it can take on any value within a certain range. It can be measured more accurately and can be subdivided into smaller units.

d. The number of pineapples in a box is discrete data because it is a countable quantity and cannot be measured or subdivided. It can only take on integer values.

e. The number of chairs in a classroom is discrete data because it is a countable quantity and cannot be measured or subdivided. It can only take on integer values.

f. The heights of the students in a classroom is continuous data because it can take on any value within a certain range. It can be measured more accurately and can be subdivided into smaller units.

g. The number of mobile phones sold in one day is discrete data because it is a countable quantity and cannot be measured or subdivided. It can only take on integer values.

h. The time it takes to complete a crossword puzzle is continuous data because it can take on any value within a certain range. It can be measured more accurately and can be subdivided into smaller units.

i. The waist sizes of trousers sold in a shop is continuous data because it can take on any value within a certain range. It can be measured more accurately and can be subdivided into smaller units.

j. The number of pairs of trousers sold in a shop is discrete data because it is a countable quantity and cannot be measured or subdivided. It can only take on integer values.

Answer:

7 + 1.5 = 8.5

Step-by-step explanation:

hopefully i got that right

Answer:

B

Step-by-step explanation:

Each number you're adding 12.

24 + 12 = 36, 36 + 12 = 48,. etc..

B

A shows factors of 12 instead of multiples, and C just doesn’t show numbers of relation to 12

Based on the sample data and the hypothesis test, there is sufficient evidence to support the claim that the population mean μ is greater than 29 at the significance level of 0.05.

What is the mean and standard deviation?

The standard deviation is a summary measure of the differences of each observation from the mean. If the differences themselves were added up, the positive would exactly balance the negative and so their sum would be zero. Consequently, the squares of the differences are added.

To test the claim about the population mean μ at the level of significance α, we can perform a one-sample t-test.

Given:

Claim: μ > 29 (right-tailed test)

α = 0.05

σ = 1.2 (population standard deviation)

Sample statistics: x = 29.3 (sample mean), n = 50 (sample size)

We can follow these steps to conduct the hypothesis test:

Step 1: Formulate the null and alternative hypotheses.

The null hypothesis (H₀): μ ≤ 29

The alternative hypothesis (Hₐ): μ > 29

Step 2: Determine the significance level.

The significance level α is given as 0.05. This represents the maximum probability of rejecting the null hypothesis when it is actually true.

Step 3: Calculate the test statistic.

For a one-sample t-test, the test statistic is given by:

t = (x - μ) / (σ / √(n))

In this case, x = 29.3, μ = 29, σ = 1.2, and n = 50. Plugging in the values, we get:

t = (29.3 - 29) / (1.2 / √(50))

= 0.3 / (1.2 / 7.07)

= 0.3 / 0.17

≈ 1.76

Step 4: Determine the critical value.

Since it is a right-tailed test, we need to find the critical value that corresponds to the given significance level α and the degrees of freedom (df = n - 1).

Looking up the critical value in a t-table with df = 49 and α = 0.05, we find the critical value to be approximately 1.684.

Step 5: Make a decision and interpret the results.

If the test statistic (t-value) is greater than the critical value, we reject the null hypothesis; otherwise, we fail to reject the null hypothesis.

In this case, the calculated t-value is approximately 1.76, which is greater than the critical value of 1.684. Therefore, we reject the null hypothesis.

hence, Based on the sample data and the hypothesis test, there is sufficient evidence to support the claim that the population mean μ is greater than 29 at the significance level of 0.05.

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The equation for the sum of the angles in this triangle is x + 2x + 60 = 180 and x = 40

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

Angles = x, 2x and 60 degrees

The sum of the angles in a triangle is 180

So, we have

x + 2x + 60 = 180

When the like terms are evaluated, we have

3x = 120

So, we have

x = 40

Hence, the value of x is 40

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Answer:

1 1/2 miles per hour

Step-by-step explanation:

3/4 + 3/4 = 6/4 = 1 2/4 = 1 1/2 miles per hour

Answer:

m∠ADC = 132°

Step-by-step explanation:

From the figure attached,

By applying sine rule in ΔABD,

\(\frac{\text{sin}(\angle ABD)}{\text{AD}}=\frac{\text{sin}(\angle ADB)}{AB}\)

\(\frac{\text{sin}(120)}{35}=\frac{\text{sin}(\angle ADB)}{30}\)

sin(∠ADB) = \(\frac{30\text{sin}(120)}{35}\)

                 = 0.74231

m∠ADB = \(\text{sin}^{-1}(0.74231)\)

             = 47.92°

             ≈ 48°

m∠ADC + m∠ADB = 180° [Linear pair of angles]

m∠ADC + 48° = 180°

m∠ADC = 180° - 48°

m∠ADC = 132°

The graph of g is Transformation up 7 units.

what is Transformation?

A graph transformation is a method for altering an existing graph or graphed equation to create a different version of the graph that follows. The modification of algebraic equations is a typical form of algebraic issue.

solution:

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

g(x) = f(x) + k

Also, we have the value of k to be

k = 7

From the question, we can interpret g(x) = f(x) + k as f(x) is shifted up by k units

This means that

g(x) = f(x) + k

So, we have

g(x) = f(x) + 7

Hence, the transformation is (a) translated up 7 units

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The density of iron is 7.87 x 10⁻⁹ kg/m³. This value is obtained by  considering the density of iron 7.87 g/cm³.

Density is a measure of how much mass is contained within a given volume. In this case, the density of iron is stated as 7.87 g/cm³. This means that for every cubic centimeter of iron, there is a mass of 7.87 grams.

To convert the density from g/cm³ to kg/m³, we need to convert grams to kilograms and cubic centimeters to cubic meters.

To convert grams to kilograms, we divide by 1000 since there are 1000 grams in a kilogram. So, 7.87 g/cm³ is equal to 0.00787 kg/cm³.

To convert the density of iron from g/cm³ to kg/m³, we need to perform the following calculations.

First, convert grams to kilograms:

1 g = 0.001 kg

Therefore, the density of iron is 7.87 g/cm³ * 0.001 kg/g = 0.00787 kg/cm³.

Next, convert cubic centimeters to cubic meters:

1 cm³ = (0.01 m)³ = 0.000001 m³

Therefore, the density of iron is 0.00787 kg/cm³ * 0.000001 m³/cm³ = 7.87 x 10⁻⁹ kg/m³.

Hence, the density of iron in units of kg/m³ is 7.87 x 10⁻⁹ kg/m³.

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a) The amount of water in the pool after 2 hours can be calculated using the equation.

Water in pool = 10L/hour × 2 hours = 20L.

b) The pool will be 80L when the equation is satisfied: 80L = 10L/hour × Time.

Solving for Time, we find Time = 8 hours.

c) Part b) is linear.

a) To calculate the amount of water in the pool after 2 hours, we can use the equation:

Water in pool = Water filling rate × Time

Since the pool gets filled up with 10L of water per hour, we can substitute the values:

Water in pool = 10 L/hour × 2 hours = 20L

Therefore, after 2 hours, there will be 20 liters of water in the pool.

b) To determine the number of hours it takes for the pool to reach 80 liters, we can set up the equation:

Water in pool = Water filling rate × Time

We want the water in the pool to be 80 liters, so the equation becomes:

80L = 10 L/hour × Time

Dividing both sides by 10 L/hour, we get:

Time = 80L / 10 L/hour = 8 hours

Therefore, it will take 8 hours for the pool to contain 80 liters of water.

c) Part b) is linear.

The equation Water in pool = Water filling rate × Time represents a linear relationship because the amount of water in the pool increases linearly with respect to time.

Each hour, the pool fills up with a constant rate of 10 liters, leading to a proportional increase in the total volume of water in the pool.

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(a). The real zeros of f are 6 and -5

(b) The graph crosses the x-axis at the larger x-intercept. The graph touches the x-axis at the smaller x-intercept.

(c) The maximum number of turning points on the graph is 3

(d) The end behavior is

\(\mathrm{as}\:x\to \:+\infty \:,\:f\left(x\right)\to \:+\infty \:,\:\:\mathrm{and\:as}\:x\to \:-\infty \:,\:f\left(x\right)\to \:-\infty \:\)

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

f(x) = 9(x - 6)(x + 5)²

Set to 0

9(x - 6)(x + 5)² = 0

So, we have

(x - 6)(x + 5)² = 0

This means that

x = 6 with multiplicity 1

x = -5 with multiplicity 2

By definition, the graph crosses at odd multiplicity and touches the x-axis  at even multiplicity

So, we have

The degree of the polynomial is 3

Using the above as a guide, we have the following:

The maximum number of turning points is 3

Recall that

f(x) = 9(x - 6)(x + 5)²

The leading coefficient is 9 i.e. positive

This means that the end behavior is

\(\mathrm{as}\:x\to \:+\infty \:,\:f\left(x\right)\to \:+\infty \:,\:\:\mathrm{and\:as}\:x\to \:-\infty \:,\:f\left(x\right)\to \:-\infty \:\)

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The number of new jobs gained is 2,842.

A graph can be described as a pictorial representation of data. A graph is made up of a x-axis and a y-axis.

Percentage can be described as a fraction of an amount expressed as a number out of hundred. The sign used to represent percentage is %.

Percentage increase from 2009 to 2016 = percentage increase x number of employees in 2009

14.8% x 19,200

0.148 x 19,200 = 2,842

Here is the complete question:

A professor expects the education and health service industries to increase total employees by 14.8% from 2009 to 2016. Based on the employment graph below, approximately how many new jobs will the education and health service industries gain between 1/2009 and 1/2016?

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Answer:

c. 16,273,200

Step-by-step explanation:

Edge 2022

The line integral ∫[C] (Pdx + Qdy) over the given curve C consisting of the arc of the parabola y = x² from (0,0) to (1, 1), and the line segment from (1,1) to (0,1) is equal to 2/5.

What is integral?

The value obtained after integrating or adding the terms of a function that is divided into an infinite number of terms is generally referred to as an integral value.

To evaluate the line integral using Green's theorem, we need to find a vector field F = (P, Q) such that ∇ × F = Qₓ - Pᵧ, where Qₓ represents the partial derivative of Q with respect to x, and Pᵧ represents the partial derivative of P with respect to y.

Let's consider F = (P, Q) = (x²y², xy).

Now, let's calculate the partial derivatives:

Qₓ = ∂Q/∂x = ∂(xy)/∂x = y

Pᵧ = ∂P/∂y = ∂(x²y²)/∂y = 2x²y

The curl of F is given by ∇ × F = Qₓ - Pᵧ = y - 2x²y = (1 - 2x²)y.

Now, let's find the line integral using Green's theorem:

∫[C] (Pdx + Qdy) = ∫∫[R] (1 - 2x²)y dA,

where [R] represents the region enclosed by the curve C.

To evaluate the line integral, we need to parameterize the curve C.

The arc of the parabola y = x² from (0, 0) to (1, 1) can be parameterized as r(t) = (t, t²) for t ∈ [0, 1].

The line segment from (1, 1) to (0, 1) can be parameterized as r(t) = (1 - t, 1) for t ∈ [0, 1].

Using these parameterizations, the region R is bounded by the curves r(t) = (t, t²) and r(t) = (1 - t, 1).

Now, let's calculate the line integral:

∫∫[R] (1 - 2x²)y dA = ∫[0,1] ∫[t²,1] (1 - 2t²)y dy dx + ∫[0,1] ∫[0,t²] (1 - 2t²)y dy dx.

Integrating with respect to y first:

∫[0,1] [(1 - 2t²)(1 - t²) - (1 - 2t²)t²] dt.

Simplifying:

∫[0,1] [1 - 3t² + 2t⁴] dt.

Integrating with respect to t:

[t - t³ + (2/5)t⁵]_[0,1] = 1 - 1 + (2/5) = 2/5.

Therefore, the line integral ∫[C] (Pdx + Qdy) over the given curve C consisting of the arc of the parabola y = x² from (0,0) to (1,1), and the line segment from (1,1) to (0,1) is equal to 2/5.

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Answer:

30

Step-by-step explanation:

42 cakes = 7 days

? cakes = 1 day

= 6 cakes in one day

then just multiply by 5 days

answer: 30 cakes

Answer:

30

Step-by-step explanation:

Answer:

If simplifed, it'll be -9r - 5.

Step-by-step explanation:

The value of the equation x² - x + 3 is 37/9.

We have,

We can start by multiplying both sides of the equation by x:

2x - 3/x = x + 1

2x - 3 = x^2 + x

Rearranging and simplifying, we get:

x^2 - x + 3 = (2x - 3) + x^2

x^2 - x + 3 = x^2 + 2x - 3

-x + 3 = 2x - 3

5 = 3x

x = 5/3

Now we can substitute x into the equation x^2 - x + 3:

x^2 - x + 3 = (5/3)^2 - 5/3 + 3

x^2 - x + 3 = 25/9 - 15/9 + 27/9

x^2 - x + 3 = 37/9

Therefore,

The value of x² - x + 3 is 37/9.

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Answer:

Step-by-step explanation:

The base ten blocks to show the number 200 in the place value chart is shown below.

What is an expression?

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The number 200 in the place value.

Now,

Since, the number 200 in the place value.

Hence, The figure for the base ten blocks to show the number 200 in the place value chart is shown in figure.

Thus, The base ten blocks to show the number 200 in the place value chart is shown below.

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A person weighing 173 pounds can burn 10.7 calories per minute.

The given equation is ŷ=2.2+0.05x.

To solve this question, we can use the equation given, ŷ=2.2+0.05x. We can insert the known weight value, 173 pounds, to calculate the anticipated calories burned per minute.

y = 2.2 + 0.05x

y = 2.2 + 0.05 × 173

y = 10.7

Therefore, a person weighing 173 pounds can burn 10.7 calories per minute.

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"Your question is incomplete, probably the complete question/missing part is:"

By observing a set of data values, Thomas used a calculator for the weight (in pounds) and predicted the number of calories burned per minute to get an equation for the least-squares line: ŷ=2.2+0.05x

Based on the information gathered by Thomas, select the statement that is true.

a) A person weighing 149 pounds can burn 9.8 calories per minute.

b) A person weighing 134 pounds can burn 8.9 calories per minute.

c) A person weighing 125 pounds can burn 8.3 calories per minute.

d) A person weighing 173 pounds can burn 10.7 calories per minute.

Answer:

A person weighing 134 pounds can burn 8.9 calories a minute.

Step-by-step explanation:

Answer:

YES!

Step-by-step explanation:

You do multiply straight across for ex: 3/4 x 4/3= 12/12=1

For addition you don't but for multiplication you do!

Answer:

The original number is 82

Step-by-step explanation:

Very interesting question!

There is only 1 number that satisfies this condition between 10 and 9999 (I could have gone much further but didn't)

That number is 82

If you subtract 7 from 82 you get 75

75/5 = 15

If you subtract 5 from 82 you get 77

77 divide by 7 = 11

Here's the kicker.

11 is 4 less than 15.

Isn't that a weird coincidence? No other number (I would bet) does that.

From the graph given in the question;

a. g(-1) which is the value of g(x) when x = -1;

b. g(-3) the value of g(x) when x = -3;

c. find x when g(x)=4.

at g(x) = 4, the value of x is;

Answer:

y=-5x+16

Step-by-step explanation:

Answer:

$45.65 total

Step-by-step explanation:

Answer:

45.65

Step-by-step explanation: