What is 100 - 10 x 3

Answers

Answer 1
the answer is 70 i think

Related Questions

What are the factors of 36xyz?

A. 36,x,y
B. 36x,y,z
C. x,y,z
D. 36,x,y and z

Answers

Answer:

ç

Step-by-step explanation:

The Miami Heat cored 79 point. Thi wa 3 le than half the point the Chicago Bull cored. How many point did the Bull core? write and olve the equation

Answers

The equation that represents the situation is x/2 - 3 = 79, and the number of points that scored by Bulls is 164 points

The total points scored by Miami Heat = 79 points

This was 3 less than half the point the Chicago Bull scored.

Consider the Chicago Bull scored x points

Then the equation will be

x/2 - 3 = 79

Move 3 to the right hand side of the equation

x/2 = 79 + 3

Add the numbers

x/2 = 82

Move the 2 to the right hand side of the equation

x = 82 × 2

Multiply the numbers

x = 164 points

Therefore, the Bull scored 164 points

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Write 55g as a percentage of 2.2 kg.

Answers

Answer:

2.5%

Step-by-step explanation:

Please mark Brainliest when able.

Write 55g as a percentage of 2.2 kg.

what makes the truss bridge design differ from other bridges?​

Answers

Truss bridges differ from other bridge designs in their use of triangular units

How to find difference between truss bridge design from other bridges?

Truss bridges are characterized by their open framework of interlocking triangles, which creates a rigid and strong structure.

Unlike other bridge designs, truss bridges do not require massive and solid supports, as the strength and stability of the bridge comes from the distribution of weight through the trusses.

This makes truss bridges lighter and less expensive to construct than other bridge designs.

Truss bridges were first built in the early 19th century and were often constructed of wood.

However, modern truss bridges are typically made of steel, which is stronger and more durable.

Truss bridges can be used to span long distances and are often used for railroad and highway crossings, pedestrian bridges, and other applications where a strong and economical bridge is needed.

So, Truss bridges differ from other bridge designs in their use of triangular units, called trusses, to distribute weight and support the structure.

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Which situation can be represented by the equation 56 = 2x -10? A. Sammy's age is 10 more than twice Ted's age. Sammy is 56 years old. How old is Ted? B. Sammy's age 10 decreased by twice Ted's age. Ted is 56 years old. How old is Sammy? C. Ted's age is twice Sammy's age decreased by 10 years. Ted is 56 years old. How old is Sammy? D. Ted's age is 10 less than twice Sammy's age. Sammy is 56 years old. How old is Ted?​

Answers

Answer:

I'll try here: 23

Step-by-step explanation:

X = Sam's age.

X-10 = Ted's age

   X + X -10 = 56

    2X -10 =56

    2x = 66

      X = 33 , Sam's age

      33 - 10 = 23  Ted's age

Can someone help me on this question

Can someone help me on this question

Answers

what's the question??

Solve the addition equation.
n + 12 = 16
n + 12
16
n =
Cabrini had
markers at the start.

Solve the addition equation.n + 12 = 16n + 1216n =Cabrini hadmarkers at the start.

Answers

To solve n + 12 = 16 you need to subtract 16 from 12. If you do that, you should get 4. So, your answer is 4. 4 + 12 = 16.

find the matrix a' for t relative to the basis b'. t: r2 → r2, t(x, y) = (−8x y, 8x − y), b' = {(1, −1), (−1, 5)}

Answers

The matrix of \(t\) relative to the basis \(b'\) is \(A' = \begin{bmatrix} -9 & 7 \\ -37 & 43 \end{bmatrix}\).

\(\textbf{To find the matrix of } t \textbf{ relative to the basis } b', \textbf{we have to follow some steps. The steps are described below:}\)

First, we have to find the images of basis vectors under the transformation \(t\). \(t(-1,1) = (-9,7)\) and \(t(1,-5) = (-37,43)\).

Represent the image vectors of the basis in the standard basis. We use these vectors as columns in the matrix of \(t\) in the basis \(b'\).

\((-9,7) = -9(1,0) + 7(0,1) = (-9,7) = -9(-1,1) + 7(1,-5)\)

\((-37,43) = -37(1,0) + 43(0,1) = (-37,43) = -37(-1,1) + 43(1,-5)\)

Hence, we can write the following equation: \(A[x]_{b'} = [x]_S\)

Where \(A[x]_{b'}\) is the main answer in the form of a matrix, and \([x]_S\) is the coordinate of \([x]_{b'}\) with respect to the standard basis.

Now, we will write the equations with the coordinates of the basis vectors of \(b'\).

\(A[1,0] = [-9, -37]\) and \(A[0,1] = [7, 43]\)

Now we will write the matrix of \(A\) as follows:

\(A = \begin{bmatrix} -9 & 7 \\ -37 & 43 \end{bmatrix}\)

Thus, the matrix of \(t\) relative to the basis \(b'\) is \(A' = \begin{bmatrix} -9 & 7 \\ -37 & 43 \end{bmatrix}\).

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Tia is making strawberry lemonade for a baseball tournament. The recipe calls for 2
3
cup of strawberries for each gallon of lemonade. She has 6 cups of strawberries. How many gallons of lemonade can she make?

Tia can make
gallons of strawberry lemonade.​

Answers

Answer:wow

Step-by-step explanation:

Answer:

4

Step-by-step explanation:

i am pretty sure i could be wrong

A web designer charges customers an initial consultation fee plus an hourly rate. The table shows the linear relationship between x, the number of hours and y, the total cost of hiring the designer. a. Find the rate of change b. What does the rate of change represent in the context of the situation?

Answers

The rate of change means that the designer hourly charge is $55 per hour

Linear equation

A linear equation is in the form:

y = mx + b

Where y, x are variables, m is the rate of change and b is the initial value of y.

Let y represent the total cost of hiring the designer after x hours.

From the table, using the point (0, 125) and (15, 950):

m = y₂-y₁/x₂-x₁= 950- 125/15-0 = 55

The rate of change means that the designer hourly charge is $55 per hour

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determining whether two functions are inverses of each other WILL MARK BRAINLIEST

 determining whether two functions are inverses of each other WILL MARK BRAINLIEST

Answers

Answer: Im not very good at this but from what i do know, a shuold be inverses and b isnt. im probaly wrong so dont take my word for it

Step-by-step explanation:

a1= -3, d= 2, Sn= 21

Answers

The number of terms of the arithmetic sequence with a1= -3, d= 2, Sn= 21 is given as follows:

7 terms.

What is an arithmetic sequence?

An arithmetic sequence is a sequence of values in which the difference between consecutive terms is constant and is called common difference d.

The nth term of an arithmetic sequence is given by the explicit formula presented as follows:

\(a_n = a_1 + (n - 1)d\)

\(a_1\) is the first term of the arithmetic sequence.

The sum of the first n terms is given by the equation presented as follows:

\(S_n = \frac{n(a_1 + a_n)}{2}\)

The nth term of the sequence for this problem is given as follows:

\(a_n = -3 + 2(n - 1)\)

\(a_n = -5 + 2n\)

Considering the sum of 21, the number of terms is obtained as follows:

42 = n(-3 - 5 + 2n)

2n² - 8n - 42 = 0

n² - 4n - 21 = 0.

(n - 7)(n + 3) = 0.

The positive root, as the number of terms must be positive, is given as follows:

n - 7 = 0

n = 7.

Missing Information

The complete question is:

"Obtain the number of terms of the arithmetic sequence with a1= -3, d= 2 and Sn= 21"

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What are the solutions for the given equation?
Ox= -2±2√//5
O x = -2±i√5
O x = -2±2i √5
0 x = -2± √√√5
x² + 4x +9=0

What are the solutions for the given equation?Ox= -22//5O x = -2i5O x = -22i 50 x = -2 5x + 4x +9=0

Answers

The equation x² + 4x + 9 = 0 are complex numbers: x = -2 + i√5 and x = -2 - i√5.

To find the solutions for the equation x² + 4x + 9 = 0, we can use the quadratic formula:

x = (-b ± √(b² - 4ac)) / (2a)

Comparing this equation with the given equation x² + 4x + 9 = 0, we can see that a = 1, b = 4, and c = 9.

Plugging in these values into the quadratic formula, we have:

x = (-4 ± √(4² - 4(1)(9))) / (2(1))

x = (-4 ± √(16 - 36)) / 2

x = (-4 ± √(-20)) / 2

Since the value inside the square root is negative, we know that the solutions will involve complex numbers. Simplifying further, we have:

x = (-4 ± i√20) / 2

x = (-4 ± 2i√5) / 2

Simplifying the expression by dividing both the numerator and denominator by 2, we get:

x = -2 ± i√5

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Mrs. Gatting has of a gallon of olive oil in a can. She makes 4 batches of a recipe that calls for 2 fluid ounces of olive oil in each batch. How many cups of olive oil are left in the can?

Answers

There are 15 cups of olive oil left in the can after making the 4 batches of the recipe.

To determine how many cups of olive oil are left in the can

We must change the provided measurements into a reliable unit. First, let's convert a gallon to cups.

1 gallon is equivalent to 16 cups.

Let's now determine how much olive oil was used in total for the recipe's 4 batches:

Amount of olive oil used = 4 batches * 2 fluid ounces per batch = 8 fluid ounces.

We can convert the quantity of olive oil used to cups because 1 cup is equal to 8 fluid ounces:

Amount of olive oil used = 8 fluid ounces / 8 = 1 cup.

To find the amount of olive oil left in the can, we subtract the amount used from the initial amount:

Amount of olive oil left = Initial amount - Amount used = 1 gallon - 1 cup.

However, we need to convert the gallon to cups to ensure consistent units:

1 gallon = 16 cups

Amount of olive oil left = 16 cups - 1 cup = 15 cups.

Therefore, there are 15 cups of olive oil left in the can after making the 4 batches of the recipe.

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My teacher keeps adamantly telling me that the answer is D, and I insist it’s B. Am I right or is she right?


My reasoning, question asks for an ALWAYS true statement. Question gives 6 defined points that if plotted will show it will need to cross the x axis twice to connect all the points while being continuous. Yet functions aren’t always straight and simple so two is the bare mininum and there may be more as in between those defined points the line may have crossed multiple times. However D and C assume its exactly 2 or more than 2, therefore they are wrong. If D and C merged together then that would be better than B. Yet B is still correct on the terms of being an “always” correct statement.

My teacher keeps adamantly telling me that the answer is D, and I insist its B. Am I right or is she

Answers

the picture below is more or less some quick mockup of what that might be, and yes, 2 solutions or zeros is the bare minimum, because we know only 5 points on this continuous line, but it could have jumped a few times before going forwards and we are not privy to those points.

well, we can say that

f(x) has more than one zero

f(x) has exactly two zeros

I think within the circumstance both are acceptable, exactly 2 zeros is also acceptable, but is not exclusively the only valid choice, if any we could say "exactly 2 zeros" is a subset of the superset "more than one zero".

kinda like saying Sandra has Felines and she also has 3 cats, well, 3 cats are an exact number, but the plural Felines contains them, so both statements are equally valid, one is more general than the other, is all

My teacher keeps adamantly telling me that the answer is D, and I insist its B. Am I right or is she

Please help me The point D,E,F and G all lie on the same segment, in that order, such that ratio of DE:EF:FG is equal to 4:1:4. If DG=36, find EG

Answers

Answer:

4+1+4+g=36

g=27

dg=32

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

DE : EF : FG = 4 : 1 : 4

DG = 36

DG = DE + EF + FG

-> 4x + x + 4x = 36

9x = 36

x = 4

so EG = EF + FG

= x + 4x

= 5x

= 20

Name the marked angle in 2 different ways.

Name the marked angle in 2 different ways.

Answers

Answer:

Angles are named in two ways. ... Right angles are 90 degrees. Acute angles are less than 90 degrees. Obtuse angles are greater than 90 degrees, but less than 180 degrees, which is a straight angle, or a straight line.

Step-by-step explanation:

∠MKL and ∠LKM

Work out the angle marked x in each diagram you must show your working

Work out the angle marked x in each diagram you must show your working

Answers

Anwser: 41°

Okay so every triangle is 180° degrees in total.

We need to find the angle of x in the triangle BDC.

We know that the angle of x is 180 - ( x + 15)

We also have another triangle named BAD

Which angles are 90 + 56 + x

the angle of D in the triangle BDC is 180 -58 = 124

So 124 + 15 = 139

180 - 139 = 41

Ellen is decorating a ballroom ceiling with garland. If the rectangular ceiling is 48 feet by 64 feet, how much garland will Ellen need to reach from one corner of the ceiling to the opposite corner

Answers

80 feet; (use Pythagorean Theorem: leg^2 + leg^2 = hyp^2 )

Add. Write your answer as a fraction or as a whole or mixed number.4 7/11 + 7 8/11

Answers

12 4/11

11 15/11 = 12 4/11

Answer:

The answer is12 4/11

Step-by-step explanation:

4+7=11 7/11+8/11

= (7+8)/11

= 15/11

= 1 4/11

=11+1 4/11

=12 4/11

What are the domain and range of g

of g(x) = (x-17] +612

o

Domain: x< 17

Range: g(x) = 61

O

Domain: All real numbers

Range: x<17

Domain: g(x) 2 61

Range: x 17

Domainc All real numbers

Range: g(x) = 61

Answers

The domain of g(x) is all real numbers, and the range is (61, ∞) and the range is (61, ∞).

The domain of a function is the set of all possible input values for which the function is defined, while the range is the set of all possible output values.

For the given function g(x) = -1/4 (x−17)² + 61, the domain is all real numbers since there are no restrictions on the input values.

To find the range, we can use the fact that the vertex of the parabola is at (17, 61) and the coefficient of the squared term is negative, indicating a downward opening parabola.

Thus, the maximum value of the function occurs at the vertex and is 61, which is also the minimum possible value. Therefore, the range is (61, ∞).

In summary, the domain of g(x) is all real numbers, and the range is (61, ∞).

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What are the domain and range of gof g(x) = (x-17] +612oDomain: x&lt; 17Range: g(x) = 61ODomain: All

is the quotient of two rational numbers always a rational number explain ​

Answers

It is not always rational since zero is a rational number. If we have a rational number on the numerator and a 0 on the denominator then the quotient is not rational therefore the quotient of any two rational numbers is not always rational.

The local animal shelter had 18 dogs atthe beginning of the week. Since then, thenumber of dogs at the shelter has decreasedby 6. What is the percent change in thenumber of dogs at the animal shelter thisweek?

Answers

at initial the number of dogs were , 18 dogs

final number of dogs is 18 - 6 = 12

so the percentage change is

\(\begin{gathered} =\frac{6}{18}\times100 \\ =33.33 \end{gathered}\)

so the change is 33.33%.

the sum of three and number x is 20.

Answers

Answer:

x=17

Step-by-step explanation:

Suppose M is the midpoint of FG. Find the missing measure FG=11x-15.6, MG=10.9

Answers

Answer:

FM = 11x - 26.5

Step-by-step explanation:

FM + 10.9 =11x - 15.6

FM = 11x - 15.6 - 10.9

FM = 11x - 26.5

A landscaping company charges $110 for 4 hours of lawn care. They charge the same amount of money for every hour.

Which table represents the relationship between hours of lawn care and the amount of money the company charges?

Responses

Hours of lawn care Amount charged (dollars)
8 $220
10 $275
12 $330
14 $385Hours of lawn care Amount charged (dollars) 8 $220 10 $275 12 $330 14 $385 ,

Hours of lawn care Amount charged (dollars)
2 $110
4 $165
6 $220
8 $275
Hours of lawn care Amount charged (dollars) 2 $110 4 $165 6 $220 8 $275

Hours of lawn care Amount charged (dollars)
4 $110
5 $115
6 $121
7 $128
Hours of lawn care Amount charged (dollars) 4 $110 5 $115 6 $121 7 $128

Hours of lawn care Amount charged (dollars)
3 $110
4 $110
5 $110
6 $110
Hours of lawn care Amount charged (dollars) 3 $110 4 $110 5 $110 6 $110

Answers

The table representing the relationship between hours of lawn care and the amount of money the company charges is:

8 $220

10 $275

12 $330

14 $385.

Define Equations.

Equations are mathematical expressions with two algebraic expressions flanking the equals (=) symbol on either side. It demonstrates the equality of the relationship between the expressions printed on the left and right sides. LHS = RHS (left hand side equals right hand side) is the most widely accepted theorem.

Let x be the charge of lawn care for 1 hour.

Given, charge for 4 hours of lawn care =$110

So, x= Amount charged/ Hours of lawn care

x=110/4

x=27.5

Now, the company charges $27.5 for 1 hour of lawn care.

So now we can find the amount charged by the company for

"y" no. of hours by using the equation. x × y = z

Here x, y and z are variables, where x is the charge of lawn care for 1 hour. y is the number of hours of lawn care and z is the total amount

charged by the company.

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someone help me please​

someone help me please

Answers

Answer:

20

Step-by-step explanation:

20 should be the answer I guess

Answer:

4.95

Step-by-step explanation:

1/(1/9+1/11)

What is the value today of a 15-year annuity that pays $650 a year? The annuity�s first payment occurs six years from today. The annual interest rate is 11 percent for Years 1 through 5, and 13 percent thereafter.(Do not round intermediate calculations and round your final answer to 2 decimal places. (e.g., 32.16))

Answers

Round the total present value to 2 decimal places as requested in the question.

To find the value today of a 15-year annuity, we can use the present value of an ordinary annuity formula. The formula is given by:

PV = C * [(1 - (1 + r)^(-n)) / r]

Where:

PV = Present Value (value today)

C = Cash flow per period ($650 per year)

r = Interest rate per period

n = Number of periods (15 years)

In this case, we have two interest rates: 11% for Years 1 through 5, and 13% thereafter. Let's calculate the present value separately for the two periods and then sum them up.

First, let's calculate the present value for the first five years (at 11% interest rate).

PV1 = C * [(1 - (1 + r)^(-n)) / r]

= $650 * [(1 - (1 + 0.11)^(-5)) / 0.11]

Next, let's calculate the present value for the remaining ten years (at 13% interest rate).

PV2 = C * [(1 - (1 + r)^(-n)) / r]

= $650 * [(1 - (1 + 0.13)^(-10)) / 0.13]

Now, we can calculate the total present value by summing PV1 and PV2.

Total PV = PV1 + PV2

Calculate PV1:

PV1 = $650 * [(1 - (1 + 0.11)^(-5)) / 0.11]

= $650 * [(1 - 1.11^(-5)) / 0.11]

Calculate PV2:

PV2 = $650 * [(1 - (1 + 0.13)^(-10)) / 0.13]

= $650 * [(1 - 1.13^(-10)) / 0.13]

Calculate the total present value:

Total PV = PV1 + PV2

Finally, round the total present value to 2 decimal places as requested in the question.

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Question 1(Multiple Choice Worth 2 points)
(Translations MC)

Triangle ABC is shown. Use the graph to answer the question.

triangle ABC on a coordinate plane with vertices at negative 8 comma 1, 0 comma 1, negative 4 comma 5

Determine the coordinates of the image if triangle ABC is translated 6 units to the right.

A′(−2, 1), B′(6, 1), C′(2, 5)
A′(−2, 1), B′(−6, 1), C′(−10, 5)
A′(−6, 7), B′(0, 7), C′(−4, 11)
A′(−6, −5), B′(0, −5), C′(−4, −1)

Answers

A′(2, 1), B′(6, 1), and C′(2, 5) are the image's positions as a result of moving the triangular 6 units to the right.

How are coordinates written down?

The order of the numbers is always latitude first, semicolon after which is followed by longitude. For instance, New York City is located approximately at 40°N and 74°W in terms of latitude and longitude. The approximate coordinates for Sydney are 34°S and 150°E. When using a chart or globe, your longitude as well as latitude won't be precisely accurate.

To translate a point (x, y) to the right by 6 units, we add 6 to the x-coordinate.

So, the image of vertex A(-8, 1) would be A'(-8 + 6, 1) = A'(-2, 1).

Similarly, the image of vertex B(0, 1) would be B'(0 + 6, 1) = B'(6, 1).

And, the image of vertex C(-4, 5) would be C'(-4 + 6, 5) = C'(2, 5).

Therefore, the coordinates of the image after translating the triangle 6 units to the right are:

A′(−2, 1), B′(6, 1), C′(2, 5).

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Find the value of the variables for each figure. Pls help its due soon

Find the value of the variables for each figure. Pls help its due soon

Answers

The value of the variables are y=8, left side=16, and right side=16.

What are variables?

In mathematics, a variable is a symbol or letter that represents a value or a quantity that can vary or change. Variables are often used in mathematical expressions, equations, and formulas to represent unknown values or values that can take different values depending on the context.

We know that opposite sides of a rectangle are equal in length, so we can set up the following equation:

2y + 4 = 3y - 4

Simplifying this equation, we get:

8 = y

Now that we know the value of y, we can substitute it back into the expressions for the left and right sides:

Left side = 2y = 2(8) = 16

Right side = y + 8 = 8 + 8 = 16

Therefore, the value of the variables are y=8, left side=16, and right side=16.

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