=1/3(3w - 12)= 1/6( 24-6w)

Answer:

x = 7 ft

Step-by-step explanation:

\(tan 55=\frac{10}{x}\\x=\frac{10}{tan 55}\\x=7.0020\\x=7\)

Answer:

6y (y + 4)

(pick out the common factors) \

hope its righ!

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Answer:

x=5

Step-by-step explanation:

As a result, 12 is the exponential expression employing a rational exponent.

An exponent of a fraction or rational number is said to have a rational exponent. With x as the base, p as the power, and q as the root 21, it may be represented as x(p/q). It can be transformed into the corresponding radical form,

for example, x(p/q) = (x(1/q))p = qxp 21. Similar rules apply to rational exponents and integer exponents 1.

With a rational exponent, the expression 3√24 can be expressed exponentially as follows:

3√2⁴= 3(2²)

= 3(2²) = 12

As a result, 12 is the exponential expression employing a rational exponent.

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The total number of policies sold when it snowed 2 to 4 inches is 350 policies.

To find the total number of policies we can add the number of policies sold in each interval

Number of policies sold at 2 inches = 100

Number of policies sold at 3 inches = 110

Number of policies sold at 4 inches = 140

On adding them we will get ,

100 + 110 + 140

= 350 policies

A health insurance is contract between a company and a beneficiary in which one buys an insurance and pays monthly installment for it.

One can use a health insurance to cover the hospital bills of themselves or their family.

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Answer:

350

Step-by-step explanation:

Jeff does not have any money left.

Jeff originally had $20. He spent 18 1/8 of his money on lunch and 25 2/5 of his money at the movies. To find out how much money Jeff has left, we need to subtract the amount he spent from the original amount.

First, we need to convert the fractions to decimals so we can easily subtract them from the original amount. 18 1/8 = 18.125 25 2/5 = 25.4

Now we can subtract these amounts from the original amount: $20 - $18.125 - $25.4 = -$23.525

Since Jeff cannot have a negative amount of money, this means that he does not have enough money to cover the cost of both lunch and the movies. Therefore, Jeff does not have any money left.

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Answer:

k

Step-by-step explanation:

Two linear equations in two variables can be solved using the substitution techniques, graphical method or by the elimination method.

Let us consider any two real world linear equations in two variables.

x - y = 0

x + y = 4

Now let us first solve them by substitution method:

equation 1 can be written as : x = y ,

Now we substitute this value of x in the second equation:

x + y = 4

or,  y + y = 4

or, 2y = 4

or, y = 2

At x = 2 , y = 2. Hence the solution is (2,2)

Now let us solve by elimination method:

adding equation 1 and 2 we get:

x - y = 0

x + y = 4

2x = 4

or, x =2

at x=2 , y = 4-2 =2 Hence the solution is (2,2)

Now we will solve the equations graphical method.

In the graph attached below we can clearly see that the straight line representation of the two equations intersect at the point (2,2)

Hence the solution is (2,2) .

Therefore any linear equation in 2 variables can be solved by substitution , elimination and graphically.

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The equation of the line that passes through the points (-8, 9) and (2, -6) is y = (-3 / 2)x - 3.Given two points (-8, 9) and (2, -6). We are supposed to find the equation of the line that passes through these two points.

We can find the equation of a line that passes through two given points, using the slope-intercept form of the equation of a line. The slope-intercept form of the equation of a line is given by, y = mx + b,Where m is the slope of the line and b is the y-intercept.To find the slope of the line passing through the given points, we can use the slope formula: m = (y2 - y1) / (x2 - x1).Here, x1 = -8, y1 = 9, x2 = 2 and y2 = -6.

Hence, we can substitute these values to find the slope.m = (-6 - 9) / (2 - (-8))m = (-6 - 9) / (2 + 8)m = -15 / 10m = -3 / 2Hence, the slope of the line passing through the points (-8, 9) and (2, -6) is -3 / 2.

Now, using the point-slope form of the equation of a line, we can find the equation of the line that passes through the point (-8, 9) and has a slope of -3 / 2.

The point-slope form of the equation of a line is given by,y - y1 = m(x - x1)Here, x1 = -8, y1 = 9 and m = -3 / 2.

Hence, we can substitute these values to find the equation of the line.y - 9 = (-3 / 2)(x - (-8))y - 9 = (-3 / 2)(x + 8)y - 9 = (-3 / 2)x - 12y = (-3 / 2)x - 12 + 9y = (-3 / 2)x - 3.

Therefore, the equation of the line that passes through the points (-8, 9) and (2, -6) is y = (-3 / 2)x - 3. Thus, the answer is (-3/2)x - 3.

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Answer:

x > 23

Step-by-step explanation:

2x - 5 > 18 + x

x - 5 > 18

x > 23

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Answer:

B

Step-by-step explanation:

To make a prediction, we can use the proportion of online subscriptions from last month to estimate the number of online subscriptions for the year.

The proportion of online subscriptions last month was:

975 / 2,925 = 0.3333

So about 33.33% of the subscriptions last month were online.

To predict the number of online subscriptions for the year, we can use this proportion and apply it to the total number of subscriptions the newspaper plans to have this year:

57,000 x 0.3333 = 19,001.1

Rounding to the nearest whole number, we can predict that approximately 19,001 of the 57,000 subscriptions will be online.

Therefore , the solution of the given problem of expression comes out to be the simplified expression is (x + 2) / (x - 5)(x - 1).

There is a requirement for mathematical operations as addition, multiplication, and division. When combined, they produce the following: A mathematical operator, some data, and an equation A statement of fact contains values, parameters, and mathematical operations including additions, subtractions, multiplications, and divisions. It is possible to contrast and compare various sentences and words.

Here,

First, let's factor all the quadratics in the expression:

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

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

x^2 - x - 6 = (x - 3)(x + 2)

x^2 - 5x + 6 = (x - 2)(x - 3)

Now, we can rewrite the expression as:

[(x + 2)^2 / (x + 2)(x - 2)] * [(x - 2)(x - 3) / (x - 3)(x + 2)] * [(x + 2)(x - 3) / (x - 2)(x - 3)] * [(x - 2)(x - 3) / (x - 5)(x - 1)]

Notice that the (x + 2)(x - 3) terms cancel out in the numerator and denominator of the second and third fractions, respectively. Also, (x - 2)(x - 3) cancels out in the numerator and denominator of the third and fourth fractions, respectively.

Simplifying these terms, we are left with:

= [(x + 2) / (x - 2)] * [(x - 2) / (x - 5)(x - 1)]

= (x + 2) / (x - 5)(x - 1)

Therefore, the simplified expression is (x + 2) / (x - 5)(x - 1).

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Answer:

24.99

Step-by-step explanation:

Answer:

12 is A, 13 is C

Step-by-step explanation:

I took the test. MARK AS BRAINLIST!

Answer:

Automatic Method: 6000

Exact Method: 5625

Step-by-step explanation:

I dont have one, sorry.

The value of x is given as follows:

x = 46.2º.

The three trigonometric ratios are the sine, the cosine and the tangent, and they are defined as follows:

For the angle of x, we have that:

Hence the value of x is obtained applying the cosine ratio as follows:

cos(x) = 9/13

x = arccos(9/13)

x = 46.2º.

The triangle is given by the image presented at the end of the answer.

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The probability that a student picked at random can speak French or German is 0.28

Total number of people = 100

People who can speak French = 20

People who can speak German = 14

People who can speak both = 6

Calculating the probability of the union of two events is:

P(A or B) = P(A) + P(B) - P(A and B)

Let the event that a person can speak French = A

Let the event that a person can speak German = B

Therefore.

P(A) = (20 out of 100 people can speak French)

= 20/100

= 0.2

P(B) = (14 out of 100 people can speak German)

14/100

= 0.14

P(A and B) = 6 out of 100 people can speak both French and German)

= 6/100

= 0.06

Therefore, the probability of the union of events A and B:

P(A or B) = P(A) + P(B) - P(A and B)

= 0.2 + 0.14 - 0.06

= 0.28

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Considering the expression of a line, the equation of the line that passes through the points (-9,-7) and (-11,-6) is the equation of the line is y= -1/2x -23/2.

A linear equation o line can be expressed in the form y = mx + b

where

Knowing two points (x₁, y₁) and (x₂, y₂) of a line, the slope m of a line can be calculated as:

m= (y₂ - y₁)÷ (x₂ -x₁)

Substituting the value of the slope m and the value of one of the points in y=mx +b, the value of the "b" can be obtained.

Being (x₁, y₁)= (-9, -7) and (x₂, y₂)= (-11, -6), the slope m can be calculated as:

m= (-6 - (-7))÷ (-11 -(-9))

m= (-6 +7)÷ (-11 +9)

m= (1)÷ (-2)

m= -1/2

Considering point 1 and the slope m, you obtain:

-7= (-1/2)×(-9) + b

-7= 9/2 +b

-7 -9/2= b

-23/2= b

Finally, the equation of the line is y= -1/2x -23/2.

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Answer:

Step-by-step explanation:

Part A:

The system of inequalities 4x + 2y ≤ 16 and x + y ≥ 4 can be graphed on a coordinate plane. To graph 4x + 2y ≤ 16, we can first graph the line 4x + 2y = 16. We can do this by finding the intercepts:

When x = 0, 4(0) + 2y = 16, so y = 8.

When y = 0, 4x + 2(0) = 16, so x = 4.

So, the intercepts are (0, 8) and (4, 0). We can connect these two points to graph the line.

To determine which side of the line to shade, we can test a point that is not on the line. For example, we can test the point (0, 0):

4(0) + 2(0) = 0 ≤ 16, so (0, 0) is in the shaded region.

Next, we can graph the line x + y = 4. This line passes through the points (0, 4) and (4, 0). To determine which side of the line to shade, we can test a point that is not on the line, such as (0, 0):

0 + 0 = 0 < 4, so (0, 0) is not in the shaded region. Therefore, we shade the region above the line.

The solution set for the system is the region that is shaded by both lines, which is the triangular region in the upper-left corner of the graph.

Part B:

To determine if the point (2, 3) is included in the solution area for the system, we can substitute x = 2 and y = 3 into both inequalities:

4(2) + 2(3) = 14 ≤ 16, so (2, 3) satisfies 4x + 2y ≤ 16.

2 + 3 = 5 ≥ 4, so (2, 3) satisfies x + y ≥ 4.

Therefore, the point (2, 3) is included in the solution area for the system.

Part C:

Let's choose the point (1, 3) as another point in the solution set. This means that Michael can buy 1 cupcake and 3 pieces of fudge, which would cost him:

1 cupcake * $4/cupcake + 3 pieces of fudge * $2/piece of fudge = $10

Since $10 is less than the $16 he has, he can afford to buy this combination of cupcakes and fudge. Therefore, the point (1, 3) represents a valid solution in which Michael buys 1 cupcake and 3 pieces of fudge to feed his siblings.

Ethan's mistakes in sorting the shapes into two groups are:

From the complete question (see attachment), the shapes are grouped using the following criteria:

Using the above rules, Ethan's mistakes are: shapes C and F are placed in the wrong groups

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Answer:

-28

Step-by-step explanation:

2(1) + (-5)6(1)

2+-30

-28

Answer:

find out the answere

Step-by-step explanation:

hope this helps you get the answere

Given point M (1,3) and the equation, y = kx + 1:

I started by plotting point M on the graph at (1, 3).

Next, given the equation, y = kx + 1, it means that the y-intercept is (0 , 1). That’s where I plotted the next point—along the y-axis.

By definition, the y-intercept is the point on the graph where it crosses the y-axis, and has coordinates (0, b). Therefore, (0, 1) is the y-intercept, and its y-coordinate, 1, is given by the equation, y = kx + 1.

Attached is a screenshot of the graphed line.

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Zeros :

\(x = - 2\)

\(x = 4\)

\(x = 7\)

Thus ;

\(x + 2 = 0\)

\(x - 4 = 0\)

\(x - 7 = 0\)

Multiply above equations :

\((x + 2)(x - 4)(x - 7) = 0\)

Expand

\(( {x}^{2} - 2x - 8)(x - 7) = 0\)

\( {x}^{3} - 7 {x}^{2} - 2 {x}^{2} + 14x - 8x + 56 = 0 \\ \)

\( {x}^{3} - 9 {x}^{2} + 6x + 56 = 0\)

\(y = f(x) = {x}^{3} - 9 {x}^{2} + 6x + 56 \\ \)

Done...

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Answer:

2/3 ft

Step-by-step explanation:

area of triangle =base*height/2

2/5=base*6/5/2

2/5 *2 =base * 6/5

4/5 =base*6/5

4/5÷6/5=base

4/5 * 5/6=base

20/30=base

2/3=base

therefore base=2/3 ft

A = [1 0 0; 0 1 0; 0 0 0] and B = [1 1 0; 0 0 0; 0 0 0] are two integer matrices that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B).

To find integer matrices A and B that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B), we can start with the following matrices:

A = [1 0 0; 0 1 0; 0 0 0]

B = [1 1 0; 0 0 0; 0 0 0]

The null space of A consists of all vectors of the form [x; y; 0], where x and y are integers. Similarly, the null space of B also consists of all vectors of the form [x; y; 0]. Therefore, Nul(A) = Nul(B).

The column space of A consists of all vectors of the form [x; y; 0], where x and y are integers. Similarly, the column space of B also consists of all vectors of the form [x; y; 0]. Therefore, Col(A) = Col(B).

We can verify that A and B are not multiples of each other by computing their determinants. The determinant of A is 0, while the determinant of B is 0 as well. However, A and B are not multiples of each other because the first column of A is [1; 0; 0], while the first column of B is [1; 0; 0] + [0; 1; 0], which is a linear combination of the columns of A.

Therefore, A = [1 0 0; 0 1 0; 0 0 0] and B = [1 1 0; 0 0 0; 0 0 0] are two integer matrices that are not multiples of each other such that Nul(A) = Nul(B) and Col(A) = Col(B).

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Find integer matrices A, B not multiples of each other such that Nul(A)=Nul(B)andCol(A)=Col(B)?

The background info has less than 50 members, it may lead to insufficient data for making statistic significant conclusions. It's important to have a larger sample size for reliable results and accurate analysis.

A subgroup in the background information has less than 50 members, it may be more difficult to draw statistically significant conclusions or generalize findings to a larger population. This is because the smaller the sample size, the larger the margin of error and the less reliable the data may be. It is still possible to conduct research on small subgroups and draw valid conclusions if appropriate methods are used.

Researchers may need to use alternative statistical analyses or consider qualitative methods to explore the subgroup in more detail. Ultimately, the validity of the findings will depend on the quality of the data collected and the methods used to analyze it.

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