x + y = 2
2x+ 7y = 9

To find (19 x 105) - (5 x 104), we need to first calculate the values in the parentheses.

19 x 105 = 1995
5 x 104 = 520

Now we can substitute these values into the equation:

1995 - 520 = 1475

Therefore, (19 x 105) - (5 x 104) = 1475.

Using the terms given, we have the expression:

(19 x 105) - (5 x 104)

First, perform the multiplications:

19 x 105 = 1995
5 x 104 = 520

Now, subtract the results:

1995 - 520 = 1475

So, (19 x 105) - (5 x 104) equals 1475.

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The constant rate of change for an ear of corn at the grocery store is $0.30.

The constant rate of change describes the slope of a linear relationship.

The constant rate of change is the constant ratio of the output to the input in the function.

We can compute the constant rate of change by forming a set of simultaneous equations from the given variables.

Total Costs of Ears of Corn:

5 ears = $1.50 ... Equation 1 = 5c = $1.50

8 ears = $2.40 ... Equation 2 = 8c = $2.40

Subtract Equation 1 from Equation 2:

Difference = 3c = $0.90 ($2.40 - $1.50)

c = $0.30 ($0.90/3)

Constant rate of change = $0.30

Thus, the constant rate of change implies that each ear of corn at the grocery costs $0.30.

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Answer:

-8.5n+7.9

Step-by-step explanation:

Hi again

Answer:

16.66

Step-by-step explanation:

It says round to the nearest hundredth, not the nearest tenth

A ratio displays the multiplicity of two numbers, the total number of employees is 187.

The ratio can be defined as the number that can be used to represent one quantity as a percentage of another. Only when the two numbers in a ratio have the same unit can they be compared.

Ratios contrast two figures by ordinarily dividing them. A/B would be your formula if you were going to compare one data point (A) to another data point (B). This indicates that you are multiplying data A by data B.

So the ratios are-

men : women

4:7

x:119

Now, relationship between 7and 119 is -

men : women

4:7

7*17

x:119

Now,

men : women

4:7

4*17 :7*17

68:119

Total number

68+119= 187

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Answer:

y = 43, z = 16

Step-by-step explanation:

congruent essentially means they're the same. If you mentally map one triangle onto the other, you'll see that 43, the hypotenuse, lines up with y, and 16 lines up with z.

The quotient is\(x^2 - x + 5\) and the remainder is -3.

\((x^3 - 5x^2 + 9x - 23) / (x - 4) = x^2 - x + 5 - 3 / (x - 4)\)

To perform long division for \((x^3 - 5x^2 + 9x - 23) / (x - 4)\),

we first need to determine what the first term of the quotient is. We can

do this by dividing the first term of the dividend by the divisor, which

gives us:

\(x^3 / (x - 4) = x^2\)

We then multiply the divisor (x - 4) by the first term of the quotient (\(x^2\)),

which gives us:

\(x^2(x - 4) = x^3 - 4x^2\)

We subtract this from the dividend \((x^3 - 5x^2 + 9x - 23)\), which gives us:

\(x^3 - 5x^2 + 9x - 23 - (x^3 - 4x^2) = -x^2 + 9x - 23\)

We then repeat the process with this new polynomial \((-x^2 + 9x - 23)\), by

dividing its first term (\(-x^2\)) by the divisor (x - 4), which gives us:

\(-x^2 / (x - 4) = -x\)

We multiply the divisor (x - 4) by the first term of the quotient (-x), which gives us:

\(-x(x - 4) = -x^2 + 4x\)

We subtract this from the polynomial (-x^2 + 9x - 23), which gives us:

\(-x^2 + 9x - 23 - (-x^2 + 4x) = 5x - 23\)

We then repeat the process with this new polynomial (5x - 23), by

dividing its first term (5x) by the divisor (x - 4), which gives us:

5x / (x - 4) = 5

We multiply the divisor (x - 4) by the first term of the quotient (5), which gives us:

5(x - 4) = 5x - 20

We subtract this from the polynomial (5x - 23), which gives us:

5x - 23 - (5x - 20) = -3

Since the degree of -3 is less than the degree of the divisor (x - 4), this is

our final remainder.

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the square root of 4 is 2

Answer:

yui no kami usika mi 4x5

Step-by-step explanation:

Answer:

\(y=-\frac{7}{4}x-2\)

Step-by-step explanation:

There is enough information to create an equation in point - slope form.

\(y-y_1=m(x-x_1)\)

We have a slope of -7/4 and the point of (-4,5).

\(y-y_1=m(x-x_1)\rightarrow \boxed{y-5=-\frac{7}{4}(x+4)}\)

Convert to slope intercept:

\(y-5=-\frac{7}{4}(x+4)\\\\ y-5=-\frac{7}{4}x-7\\\\y-5+5=-\frac{7}{4}x-7+5\\\\\boxed{y=-\frac{7}{4}x-2}\)

Hope this helps.

Answer:

Step-by-step explanation:

10

Answer:

35 degrees

Step-by-step explanation:

due to the correlation of the shuuuush

thats the answer dw

maybe this is what you are looking for

Step-by-step explanation:

A correlation of .9 indicates that 81% of the variance between two variables has been explained.

Correlation measures the strength of the relationship between two variables. A perfect positive correlation is 1.0, indicating that the two variables move in the same direction together. A perfect negative correlation is -1.0, indicating that the two variables move in opposite directions. A correlation of 0 indicates no relationship between the two variables.

To determine the proportion of variance explained by a correlation, you need to square the correlation coefficient (in this case, 0.9). This is called the coefficient of determination (R^2). So, you calculate:

R^2 = (0.9)^2 = 0.81

Thus, a correlation of 0.9 explains 81% of the variance between the two variables.

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Round to 1 significant figure

What is Rounding?

To estimate a certain number in a context, rounding is a process. Look at the next digit in the correct position to determine how to round a number; if it is less than 5, round down, and if it is 5 or more, round up. The term "rounding decimals" describes the accurate rounding of decimal figures.

How to round a figure

It rounds to the most important figure in the number. To round to a significant figure: look at the first non-zero digit if rounding to one significant figure. look at the digit after the first non-zero digit if rounding to two significant figures.

To understand this term lets take and example:

24982 correct to 1 significant figure

If we round up, then the answer is

30,000

but if we were to round down, the answer would be

20,000;

If we want to determine which one is correct, we have to look at the second digit of the original number, which is

4

Since the second digit is less than 5

we can round down, so the answer would have to be

20,000

Hence, 24982 round to 1 significant figure is 20,000

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The surge tank is a vital component of a system in which the flow rate fluctuates significantly. The flow rate entering the tank varies significantly, causing the fluid level in the tank to fluctuate as a result of the compressibility of the liquid. The surge tank is utilized to reduce pressure variations generated by a rapidly fluctspace uating pump flow rate. To determine the matrices A,B,C, and D using state-space notation, here are the steps:State representation is given by:dx/dt = Ax + Bu; y = Cx + DuWhere: x represents the state variablesA represents the state matrixB represents the input matrixC represents the output matrixD represents the direct transmission matrixThe equation can be written asA = [ -1/R₁ 0; 1/R₁ -1/R₂]B = [1/A₁; 0]C = [0 1/R₂]D = 0Thus, the matrices A,B,C and D assuming that the level deviations are the state variables: h'₁ and h'₂. The input variable is q'ᵢ, and the output variable is the flow rate deviation, q'₂ are given by A = [ -1/R₁ 0; 1/R₁ -1/R₂]B = [1/A₁; 0]C = [0 1/R₂]D = 0.Hence, the required matrices are A = [ -1/R₁ 0; 1/R₁ -1/R₂], B = [1/A₁; 0], C = [0 1/R₂], and D = 0 using state-space notation for the given system of equations for two liquid surge tanks.

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Answer:

2.537 x 10¹⁵ miles

Step-by-step explanation:

We are given the following:

1 light year = 5.9 x 10¹² miles

Distance of the star = 4.3 x 10² light years

To get this we just convert the distance of the star in light years into miles.

We cancel out the light years and then we are left with:

In dealing with scientific notation, when we multiply them we can treat the coefficients and exponents of 10 separately.

Coefficients:

4.3 x 5.9 = 25.37

Exponents of 10:

10² x 10¹² = 10⁽²⁺¹²⁾=10¹⁴

Then we combine them again to form a scientific notation:

25.37 x 10¹⁴

But since the standard in writing a scientific notation, the coefficient needs to be a number from 1-9, we need to move the decimal. When we move the decimal to the right or left, we change the exponent of the power of 10. Since we will move it once to the left, we add 1.

The answer will then be:

2.537 x 10¹⁵ miles

Hope I helped! If you really thought I did a great job answering this question please rate, thanks, and award brainliest.

Yours,

Fellow Brainiac

Answer:    318,600

Step-by-step explanation:

This is what I got hope it helped:)

Using the linear approximating polynomial, e^(-0.7) is approximately 1.7, and using the quadratic approximating polynomial, e^(-0.7) is approximately 1.945.

To find the linear approximating polynomial, we need the first-degree Taylor polynomial centered at a = 0. The linear approximating polynomial is given by p_1(x) = f(a) + f'(a)(x - a), where f(x) = e^(-x).

First, we find f(a) and f'(a):

f(a) = f(0) = e^0 = 1

f'(a) = f'(0) = -e^0 = -1

Substituting these values into the linear approximating polynomial, we get:

p_1(x) = 1 - 1(x - 0) = 1 - x

b. To find the quadratic approximating polynomial, we need the second-degree Taylor polynomial centered at a = 0. The quadratic approximating polynomial is given by p_2(x) = f(a) + f'(a)(x - a) + (1/2)f''(a)(x - a)^2.

First, we find f''(a):

f''(a) = f''(0) = -f'(0) = -(-1) = 1

Substituting all the values into the quadratic approximating polynomial, we get:

p_2(x) = 1 - 1(x - 0) + (1/2)(1)(x - 0)^2

= 1 - x + (1/2)x^2

= 1 - x + (1/2)x^2

c. Using the linear approximating polynomial p_1(x) = 1 - x, we can approximate e^(-0.7) by substituting x = -0.7:

p_1(-0.7) = 1 - (-0.7) = 1 + 0.7 = 1.7

Using the quadratic approximating polynomial p_2(x) = 1 - x + (1/2)x^2, we can approximate e^(-0.7) by substituting x = -0.7:

p_2(-0.7) = 1 - (-0.7) + (1/2)(-0.7)^2 = 1 + 0.7 + (1/2)(0.49) = 1 + 0.7 + 0.245 = 1.945

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Note that the IRS Installment Agreement form 433-D can be mailed to

Internal Revenue Service

ACS Support

PO Box 8208

Philadelphia, PA 19101-8208.

Please note   that you will need to include a copyof your most recent tax return with your Form 433-D.

You can also   include any other documentation that you think would be helpful in your request foran installment agreement.

Here are some additional tips for mailing Form 433-D -

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Market classes and grades are used to describe the quality and characteristics of agricultural products, including meat, poultry, fruits, and vegetables.  True

They provide a common language for buyers and sellers to communicate about the characteristics, such as the age, sex, fat content, and muscling, of the product. Market classes and grades help ensure that buyers receive products that meet their quality standards and help sellers receive a fair price for their products. For example, beef is graded based on marbling, maturity, and lean color, with the highest grade being USDA Prime, followed by USDA Choice and USDA Select.

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Full Question: market classes and grades encompass descriptive terminology of carcasses and products for the understanding of different groups or buyers. T/F

This standardized system of classification allows for easier communication and understanding between buyers and sellers, and ensures consistency and fairness in the marketplace.

Market classes and grades refer to the categorization and labeling of carcasses and products based on their quality and characteristics. These classifications use descriptive terminology that is understood by different groups of buyers, such as meat packers, wholesalers, retailers, and consumers. Market classes typically group animals based on their intended use, such as beef cattle for slaughter, while grades are assigned based on factors such as maturity, marbling, and fat content. This standardized system of classification allows for easier communication and understanding between buyers and sellers, and ensures consistency and fairness in the marketplace.

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No, a fraction is not a term. The distributive property can be applied to fractions because it is a general mathematical principle.

A fraction is not considered a term in the traditional sense. It is a mathematical expression that represents division. However, the distributive property can still be applied to fractions because the property itself is a fundamental rule of arithmetic that extends beyond specific types of expressions.

The distributive property states that for any real numbers a, b, and c:

a × (b + c) = (a × b) + (a × c).

When working with fractions, we can apply the distributive property as follows:

Let's consider the expression: a × (b/c).

We can rewrite this as: (a × b)/c.

Now, let's distribute the 'a' to 'b' and 'c':

(a × b)/c = (a/c) × b.

In this step, we applied the distributive property to the fraction (a/c) by treating it as a whole.

Although fractions represent division, we can still use the distributive property because it is a general mathematical principle that allows for manipulating expressions involving addition, subtraction, multiplication, and division.

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Answer:

6 1/4

Step-by-step explanation:

5^2/2^2

25/4

6 1/4

Have an amazing day!!

Please rate and mark brainliest!!

Answer:

minutes took to finish the race = 54 minutes

Step-by-step explanation:

It's known that:

\(speed = \frac{distance}{time}\)

then:

\(time = \frac{distance}{speed}\)

IN THE 1ST 10 MILES:

time = \(\frac{10}{25} = \frac{2}{5} = 0.4 hours\)

IN THE 2ST 10 MILES:

time = \(\frac{10}{20} = 0.5 hours\)

Hence, Overall time took to finish the race = 0.4 + 0.5 = 0.9 hours

time in minutes = 0.9 × 60 = 54 minutes


Another Solution:

Overall speed = \(\frac{S_1 + S_2}{2}\), Where: S1: 1st speed, S2: 2nd speed

then:

speed = \(\frac{25 + 20}{2}= 22.5 mph\)

Hence, time took = \(\frac{20}{22.5} = 0.9 hours = 54 minutes\)




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The price elasticity of demand (PED) for the logo T-shirts is 1.67, indicating that the demand for T-shirts is elastic. Lowering the price from $15 to $10 increased the total revenue, suggesting that the T-shirt made a good decision in lowering the price. This is because the price change led to a significant increase in quantity demanded and overall revenue.

To calculate the price elasticity of demand (PED), we can use the following formula:

PED = ((Q2 - Q1) / ((Q2 + Q1) / 2)) / ((P2 - P1) / ((P2 + P1) / 2))

Given that Q1 = 25, Q2 = 50, P1 = $15, and P2 = $10, we can substitute these values into the formula:

PED = ((50 - 25) / ((50 + 25) / 2)) / (($10 - $15) / (($10 + $15) / 2))

Simplifying this expression:

PED = (25 / 37.5) / (-5 / 12.5)

PED = (-2/3) * (-2.5) = 1.67

The price elasticity of demand (PED) for the logo T-shirts is 1.67.

Since PED is greater than 1, it indicates that the demand for T-shirts is elastic. This means that a decrease in price by 1% will result in a greater than 1% increase in quantity demanded. To determine if lowering the price was a good decision, we can analyze the effect on total revenue. The price-total revenue test states that:

If PED is elastic (greater than 1), a decrease in price will lead to an increase in total revenue.

If PED is inelastic (less than 1), a decrease in price will lead to a decrease in total revenue.

If PED is unit elastic (equal to 1), a change in price will have no effect on total revenue.

Let's calculate the total revenue at both prices:

Total Revenue at $15 = $15 * 25 = $375

Total Revenue at $10 = $10 * 50 = $500

Comparing the total revenue at each price, we can see that lowering the price from $15 to $10 increased the total revenue from $375 to $500. Therefore, the T-shirt made a good decision in lowering the price because it led to an increase in total revenue.

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Answer: this is the answer it is a screenshot of the graph

Answer:

Once upon a time i was on brainly. I was asked to make a story and solve 15 divided by 1/9 so thats what this is :D Obviously I would do better stories on topics not math related but I thought it would do. I Used 15x1/9 to solve the equation and my helpful calculator UvU Thats when I got the ugly number of 1.66666667 as my answer I was annoyed but it would have to do. I finished typing these last words and submitted Hoping that i would get brainliest and give it away UvU

Step-by-step explanation:

        Hence, The Value of:  a^2   +   b^2   is  18

        b  =  1/a  =  1/ 2 + √5

        b  =  1/2 + √5  *   2 - √5/2 - √5

            =     2  - √5/1

        b  =  2  -  √5

       a^2    =  (2  +  √5)^2    =  4  +  4√5  +  5

       b^2    =  (2   -  √5)^2    =  4   -  4√5  +   5

        a^2   +  b^2   =   4  +  4√5  +  5  +  4  -  4√5  +  5

                              =   18  -  3√5

        4    +  5     +  4  +  5

        9    +   4     +   5

       13   +   5   =   18

        a^2  +  b^2       =   18                

        a^2  =  18   -  b^2

        a  =  ± √18  -  b^2

        a  =  √18     -  b^2

        a   =  -√18   -  b^2

        Hence, The Value of:  a^2   +   b^2   is  18

I hope this helps you!

Answer: f(X) + g(X) = x -1

               f(X) - g(x) = 5x - 7

f(x) + g(X) = 3x - 4 + -2x + 3 = x - 1

f(x) - g(X) = 3x - 4 - (-2x + 3) = 3x - 4 + 2x - 3 = 5x - 7

Step-by-step explanation: