-2x-3y=-9 and-2x-3y=-9 by elimination

Step-by-step explanation:

draw a table including all numbers

ANSWER 30 GOT MIXED UP WITH NUMBERS SORRY

Answer:

Sarah earns 30 pounds, Emma earns 18 pounds, and Mark earns 12.

Step-by-step explanation:

Lets say that Emma earns 3x pounds, Sarah earns 5x pounds, and Mark earns 2x pounds.

All of their wages add up to 60 pounds.

3x+5x+2x=60pounds

10x=60

x=60/10

x=6 pounds

Multiply this with the amount of hours Sarah worked: 6×5, and you get that Sarah earned 30 pounds.

Answer:

y = 3x + 3 :D

Step-by-step explanation:

Equation of line: y = mx + b :)

b: Y intercept

m: Slope

Now lets solve :)

Lets find M first :)

We need 2 points so lets use (0,3) and (1,6) :)

We fist need to subtract :)

6 - 3 = 3

1 - 0 = 1

Now we divide :)

3/1 = 3

Lets put that into our equation :)

y = 3x + b

Now lets find B :)

To find b, we need to see where the line intercepts the y axis! This will be at point (0,3)!

The y intercept will be 3 :)

The final equation will be y = 3x + 3 :)

Have an amazing day!!

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It is just a way of describing a set.

You put the set in braces (sometimes called curly brackets), {}, which is a typical way to show that you are talking about sets.

Here are a few examples:

{x| x > 0} This is read: The set of all x such that x is greater than 0.

Reading it character by character:

{ — shows you that we are talking about a set, and it sort of opens up, or starts the set

x — tells you that we are talking about a set of elements x

| (and a : is also used sometimes) — such that (this is just notation). This says that you are about to be given to rule to see what “rule” or characteristic the x’s will have.

x > 0 — This just says what characteristics x must have to be in this set. So 7, 1/2, .3 and pi are all in this set, while -1, 0, -radical(2) are not.

So this example is just how you would use set builder notation to talk about the set “the positive real numbers”

So why use it? Because it can describe more complicated sets much more succinctly.

2. {3n + 1 | n is an element of the natural numbers} (and this could be written more succinctly if I used certain symbols) would be the set {4, 7, 10, 13, …}

3. {n^2 + n + 1 | n is an element of the natural numbers} would be the set {3, 7, 13, 21, …} and notice here, if you didn’t see the set builder notation, you might have trouble knowing what the next term in the set was.

Let's start by defining some variables:

Let's call Jamal's age "J".

Let's call Alex's age "A".

From the problem statement, we know that:

J = A - 5 (Jamal is 5 years younger than Alex)

J * A = 300 (the product of their ages is 300)

We can use the first equation to substitute J in the second equation:

(A - 5) * A = 300

Expanding the left-hand side:

A^2 - 5A = 300

Moving all terms to the left-hand side:

A^2 - 5A - 300 = 0

We can solve for A using the quadratic formula:

A = (-(-5) ± sqrt((-5)^2 - 41(-300))) / (2*1)

A = (5 ± sqrt(25 + 1200)) / 2

A = (5 ± sqrt(1225)) / 2

Since A is a positive integer, we take the positive solution:

A = (5 + 35) / 2 = 20

Now we can use the first equation to find J:

J = A - 5 = 20 - 5 = 15

Therefore, Jamal is 15 years old.

Step-by-step explanation:

\(-1 + (-9w^2)-7w+7w^2\)

Combine like terms.

\(-9w^2 + 7w^2-7w-1\)

\(-2w^2-7w-1\)

Path A-B-C-E represents the distance traveled, which is 18 meters.

Path A-G-C-E represents the displacement, which is 17 meters.

From the given figure, we can identify the paths and calculate the distance and displacement.

Path A-B-C-E represents the distance traveled, and path A-G-C-E represents the displacement.

Let's calculate the lengths of both paths:

Distance traveled (Path A-B-C-E):

Length of AB = 9m

Length of BC = 3m

Length of CE = 6m

Total distance traveled = Length of AB + Length of BC + Length of CE

= 9m + 3m + 6m

= 18m

Therefore, the distance traveled along path A-B-C-E is 18 meters.

Displacement (Path A-G-C-E):

Length of AG = 5m

Length of GC = 6m

Length of CE = 6m

Total displacement = Length of AG + Length of GC + Length of CE

= 5m + 6m + 6m

= 17m

Therefore, the displacement along path A-G-C-E is 17 meters.

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Answer:

28p + 14q + 21r

Step-by-step explanation:

7(4p + 2q + 3r) ← multiply each term in the parenthesis by the 7 outside

= 28p + 14q + 21r

the expression cos(x − y) − cos(x + y) simplifies to 2sin(x)sin(y).

what is  expression ?

In mathematics, an expression is a combination of mathematical symbols (such as numbers, variables, and operators) that represents a mathematical object or relationship.

In the given question,

We can use the trigonometric identity cos(a - b) = cos(a)cos(b) + sin(a)sin(b) to simplify cos(x - y), and cos(a + b) = cos(a)cos(b) - sin(a)sin(b) to simplify cos(x + y).

cos(x - y) = cos(x)cos(y) + sin(x)sin(y)

cos(x + y) = cos(x)cos(y) - sin(x)sin(y)

Therefore,

cos(x - y) - cos(x + y) = (cos(x)cos(y) + sin(x)sin(y)) - (cos(x)cos(y) - sin(x)sin(y))

= cos(x)cos(y) + sin(x)sin(y) - cos(x)cos(y) + sin(x)sin(y)

= 2sin(x)sin(y)

So, the expression cos(x − y) − cos(x + y) simplifies to 2sin(x)sin(y).

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simplify the expressions  cos(x − y) − cos(x + y) ?

The radical form is  \((5x)^\frac{2}{3}=\sqrt[3]{(5x)^2}\)

Given,

In the question:

Write 5x^2/3 in radical form​.

Let's Know,

What is Radical Form?

An expression that uses a root, such as a square root, cube root is known as a radical notation. Therefore, 33/2 in radical form is √33 = √27. ​​​​Example 2: Solve the radical: 3√x = 8 using the radical formula. Therefore, Thus, the value of x for 3√x x 3 = 8 is 512.

Now, According to the question:

\((5x)^\frac{2}{3}\)

Convert in Radical form:

Apply the rule :

\(x^\frac{m}{n} = \sqrt[n]{x^m}\)

To rewrite the exponential as a radical .

=> \((5x)^\frac{2}{3}=\sqrt[3]{(5x)^2}\)

Hence, The radical form is  \((5x)^\frac{2}{3}=\sqrt[3]{(5x)^2}\)

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It takes Brian 1.5 hours to get home from school

Speed is the ratio of distance travelled to time taken. It is given by:

Speed = distance / time

Let d represent the distance from their school to the house and t represent the time (hours) it takes Brian to teach home.

For Brian:

4 = d/t

d = 4t

For Scott:

6 = d / (t - 1/2)

d = 6t - 3

4t = 6t - 3

2t = 3

t = 1.5 hours

Therefore it takes Brian 1.5 hours to get home from school

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Answer:

B) 352

Step-by-step explanation:

45% = 0.45

640 x 0.45= 288

288 is how many students walked to school

So to find how many took the bus to school

640- 288= 352

An equation for the total cars and trucks for dealership A is: x + y = 164.

An equation for the total cars and trucks for dealership B is: 2x + 0.5y = 229.

The number of cars that dealership A sold is: 98 cars.

The number of trucks that dealership B sold is: 66 trucks.

In order to write a system of linear equations to describe this situation, we would assign variables to the number of cars sold and number of trucks sold, and then translate the word problem into an algebraic equation as follows:

Since the first dealership sold a total of 164 cars and trucks, a linear equation to model this situation is given by;

x + y = 164.

Additionally, the second dealership sold twice as many cars and half as many trucks as the first dealership, with a total of 229 cars and trucks;

2x + 0.5y = 229.

By solving the systems of linear equations simultaneously, we have:

2x + 0.5(164 - x) = 229

1.5x + 82 = 229

x = 98 cars.

For the y-value, we have;

2(98) + 0.5y = 229

0.5y = 229 - 196

y = 33/0.5

y = 66 trucks.

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Answer:

Line 3 and 4

Step-by-step explanation:

Plato

Answer:

1. $670

2.$920

3.$1500

4.$2100

Step-by-step explanation:

Hope it was fast enough & helpful .

Good luck ^^

Answer:

11/12, 5/7, 1,8, 1/4, 1/2

Step-by-step explanation:

Answer:

n(A)= 10

Step-by-step explanation:

Hope it is ..mark me as brilliant

Answer:

12 units squared

Step-by-step explanation:

This requires a 3-step solution.

1. The triangle on the left:

   To get an area for a triangle, you do: base times height divided by 2.

   You get 4/2, which is 2 units squared for the first triangle.

2. The square:

   Pretty easy, it is 2 x 2 which is 4.

3. The last triangle:

   Same thing as the first triangle, 2 x 6 divided by 2.

   You get 12/2 which is 6.

To get the final area: You add them up.

2 + 4 + 6, which is 12.

Answer:D

Step-by-step explanation: x-coordinate is same ( from picture), but height is different(y)

Answer:

OPTION D.

Step-by-step explanation:

Given:-

An image of house in the graph.

To find which option is correct.

So here we can notice that the roof top and the right side of the door is on a same straight line.

And it lies in the first co-ordinate.

So in the first coordinate in a straight line the value of x is always the same and only the value of y increase or decrease.

So here the correct option is OPTION D.





There is only 1 possible 11-card hand that can be formed from a 20-card deck.

To determine the number of 11-card hands possible with a 20-card deck, we can use the concept of combinations.

The number of combinations, denoted as "nCk," represents the number of ways to choose k items from a set of n items without regard to the order. In this case, we want to find the number of 11-card hands from a 20-card deck.

The formula for combinations is:

nCk = n! / (k!(n-k)!)

Where "!" denotes the factorial of a number.

Substituting the values into the formula:

20C11 = 20! / (11!(20-11)!)

Simplifying further:

20C11 = 20! / (11! * 9!)

Now, let's calculate the factorial values:

20! = 20 * 19 * 18 * ... * 2 * 1

11! = 11 * 10 * 9 * ... * 2 * 1

9! = 9 * 8 * 7 * ... * 2 * 1

By canceling out common terms in the numerator and denominator, we get:

20C11 = (20 * 19 * 18 * ... * 12) / (11 * 10 * 9 * ... * 2 * 1)

Performing the multiplication:

20C11 = 39,916,800 / 39,916,800

Finally, the result simplifies to:

20C11 = 1

Consequently, with a 20-card deck, there is only one potential 11-card hand.

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Answer:

Option A, (x + 6, y - 4)

Hope this helps!

Answer:

1st option

Step-by-step explanation:

Consider the coordinates of R and R'

R (2, 6 ) and R' (8, 2 )

R → R' in the x- direction is + 6 ( 2 to 8 )

R → R' in the y- direction is - 4 ( 6 to 2 )

Then the translation rule is

(x, y ) → (x + 6, y - 4 )

Answer:

0.5625

Step-by-step explanation:

You do the parenthasis first and get 18 and then you divide 18/32 and get 0.5625

PEMDAS if need help understanding the order

(Parenthesis, Exponent, Multiply, Divide, Add, Subtract)

(21-3)÷32 (do parenthesis first)

18÷32 (divide)

answer is about 0.5625

Data:

Low: L

High: H

L=-45ºF

H=114ºF

Answer: There are 22 adults , 12 children and 11 senior citizens on the tour bus.

Step-by-step explanation:

Let adult = x

children = y

senior citizen = z

Given : Total busload (x+ y + z) = 45

Total charge on day 1 = 558 $ = \(15\times x+8\times y+12\times z\)

Total charge on day 2 = 771 $ =  \(20\times x+12\times y+17\times z\)

Now we have 3 equations : x+ y+z =45

\(15\times x+8\times y+12\times z=558\)

\(20\times x+12\times y+17\times z=771\)

Solving for them we get: x= 22 , y = 12 and z= 11

Thus there are 22 adults , 12 children and 11 senior citizens.

The solution to the inequality 1 + 3r > 10 is r > 3.

This means that any value of r greater than 3 will satisfy the inequality.

To solve the inequality 1 + 3r > 10, we need to isolate the variable r on one side of the inequality sign.

Let's begin by subtracting 1 from both sides of the inequality:

1 + 3r - 1 > 10 - 1

This simplifies to:

3r > 9

Next, we can divide both sides of the inequality by 3 to solve for r:

(3r)/3 > 9/3

This simplifies to:

r > 3

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Answer:

6x+6x2+3

Step-by-step explanation:

6x2+5x+1+x+2

Combine 5x and x to get 6x.

6x2+6x+1+2

Add 1 and 2 to get 3.

6x2+6x+3

Answer:

3/4 kilometer in 1 hour

Step-by-step explanation:

1/4 kilometer dalam 1/3 jam

\(1 = \frac{1}{1} \\ \\ \frac{1}{1} \div \frac{1}{3} = \frac{1}{1} \times \frac{3}{1} = \frac{3}{1} = 3\)

\( \frac{1}{4} \times 3 = \frac{3}{4} = 0.75\)

Answer:

-3

Step-by-step explanation:

f(-2) = (-2)^2 + 10 = 14 -> (-2, 14)

f(-1) = (-1)^2 + 10 = 11 -> (-1, 11)

(11-14)/(-1-(-2)) = -3/1 = -3