Abby went to the store to buy ice cream for her party. Each box costs $3. She has a coupon for 20% off her total. If Abby buys 3 boxes, what will she pay after using the coupon?

Answer:

y = -1/5x + 8

Step-by-step explanation:

Answer:

22d

Step-by-step explanation:

We can use the formula for compound interest to solve this problem:

A = P(1 + r/n)^(nt)

where:

A = the final amount (6700 dollars)

P = the principal amount (5500 dollars)

r = the annual interest rate (4.5% or 0.045)

n = the number of times the interest is compounded per year (once annually)

t = the time period (in years) for which the money is invested

Substituting these values in the formula, we get:

6700 = 5500(1 + 0.045/1)^(1t)

Dividing both sides by 5500, we get:

1.21818181818 = 1.045^t

Taking the logarithm (base 10) of both sides, we get:

t = log(1.21818181818) / log(1.045)

Solving this equation using a calculator, we get:

t ≈ 4.4

Therefore, the person must leave the money in the bank for approximately 4.4 years (to the nearest tenth of a year) until it reaches 6700 dollars.

Answer:

x = 60°

y = 50°

Step-by-step explanation:

✅x = 180° - (50° + 70°) (sum of interior angles of a triangle theorem)

x = 180° - 120°

x = 60°

✅Based on the exterior angle theorem, the sum of the opposite interior angles of a triangle = the exterior angle.

Therefore,

50° + 60° = x + y

Plug in the value of x

50° + 60° = 60° + y

110° = 60° + y

y = 110° - 60°

y = 50°

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

x³ + 2x² - 9x - 18 is the polynomial function of least degree with integral coefficients that had the zeros -3 , 3 , -2.

Given, the zeros of a polynomial be,

-3 , 3 and -2

As, the polynomial has 3 zeros then the degree of the polynomial is also be , 3.

Let the polynomial be,

p(x) = (x - (-3))(x - 3)(x - (-2))

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

On multiplying the factors, we get

p(x) = (x² - 3²)(x + 2)

p(x) = (x² - 9)(x + 2)

p(x) = (x³ - 9x + 2x² - 18)

p(x) = x³ + 2x² - 9x - 18

So, x³ + 2x² - 9x - 18 is the polynomial function of least degree with integral coefficients that had the zeros -3 , 3 , -2.

Hence, x³ + 2x² - 9x - 18 is the polynomial function of least degree with integral coefficients that had the zeros -3 , 3 , -2.

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In the 3 by 5 flag, the 3 is the smaller side

The student has 3/5 = x/48 which is not correct.

This is because the x isn't the shorter side. Instead, it's the longer side.

The equation they should have set up is 3/5 = 48/x

Cross multiply and solve to get...

3/5 = 48/x

3x = 5*48

3x = 240

x = 240/3

x = 80

The longer side of the larger flag is 80 feet

I.e. the larger flag is 48 feet by 80 feet. It's similar to the 3 ft by 5 ft flag.

Answer: 1.50

Step-by-step explanation:

Answer

25% of 2.00$ is 50 cents

Step-by-step explanation:

Answer:

9

Step-by-step explanation:

3x^2 + 3x - 9

Substitute x = 2 into the equation.

3(2)^2 + 3(2) - 9

3(4) + 6 - 9

12 + 6 - 9

18 - 9 =

9

Answer:

224

Step-by-step explanation:

360.-136.

Answer:

\( - \infty < x < \infty \)

Step-by-step explanation:

Answer:

The answer is 7.1cm to 1d.p

Step-by-step explanation:

Area of square =L²

25=L²

√L²=√25

L=5cm

hyp²=opp²+adj²

x²=5²+5²

x²=25+25

x²=50

√x²=√50

x=7.1cm to 1d.p

The length of the field is greater than the width by the expression \((14x - 3x^2 + 2y) - (5x - 7x^2 + 7y).\)

1. The length of the field is represented by the expression \(14x - 3x^2 + 2y.\)

2. The width of the field is represented by the expression \(5x - 7x^2 + 7y\).

3. To find the difference between the length and width, we subtract the width from the length: (\(14x - 3x^2 + 2y) - (5x - 7x^2 + 7y\)).

4. Simplifying the expression, we remove the parentheses: \(14x - 3x^2 + 2y - 5x + 7x^2 - 7y.\)

5. Combining like terms, we group the \(x^2\) terms together and the x terms together: \(-3x^2 + 7x^2 + 14x - 5x + 2y - 7y.\)

6. Simplifying further, we add the coefficients of like terms:\((7x^2 - 3x^2) + (14x - 5x) + (2y - 7y).\)

7. The simplified expression becomes: \(4x^2 + 9x - 5y.\)

8. Therefore, the length of the field is greater than the width by the expression \(4x^2 + 9x - 5y.\)

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All the ordered pairs that represent points on the graph of this equation include the following:

A. (-4, 4).

C. (-2, 1)

E. (2, -5)

F. (0, -2)

In Mathematics, an ordered pair is sometimes referred to as a coordinate and it can be defined as a pair of two (2) elements or data points that are commonly written in a fixed order within parentheses as (x, y), which represents the x-coordinate or x-axis (abscissa) and the y-coordinate or y-axis (ordinate) on the coordinate plane of any graph.

In order to determine the ordered pairs that represent points on the graph of the given function, we would plot its equation by using an online graphing calculator and then read all the ordered pairs that lie on the line.

By critically observing the graph of the given function (see attachment), the solutions are include following;

Ordered pair = (-4, 4).

Ordered pair = (-2, 1).

Ordered pair = (2, -5).

Ordered pair = (0, -2).

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Complete Question:

Which ordered pairs represent points on the graph of this equation? Select all that apply.

2y= –3x–4

(-4, 4)

(7, 6)

(-2, 1)

(0, 7)

(2, -5)

(0, -2)

Answer:

red fish red fish red fish

Answer:

2

Step-by-step explanation:

1+1=2 how do u not know that?

The correct answer is option D. 250 milliliters, is the capacity of a small cup.

It is given that, the  total capacity of two large cups and two small cups is 1,500 milliliters. If the total capacity of one large cup and two small cups is 1,000 milliliters.

To find the capacity of a small cup

Let small cup capacity  be 's' and large cup capacity be 'l'

From the given information we can write,

2l + 2s = 1500

Then l + s = 750

one large cup and two small cups is 1,000 milliliters.

l + 2s = 1000

l + s + s = 1000

(l + s) + s = 1000

750 + s = 1000

s = 1000 - 750 = 250

The correct answer is option D. 250 milliliters

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complete question:

The total capacity of two large cups and two small cups is 1,500 milliliters. If the total capacity of one large cup and two small cups is 1,000 milliliters, what is the capacity of a small cup?

A. 375 milliliters

B. 200 milliliters

C. 500 milliliters

D. 250 milliliters

Answer:

69.3548%

Step-by-step explanation:

Answer:

The answer to your problem is, D. The range is the best measure of variability, and it equals 32.

Step-by-step explanation:

We know the scores earned in a flower-growing competition are represented in the stem-and-leaf plot.

The key will equal 2|1 means 21

Which we conclude to 17, 19, 21, 25, 29, 30, 31, 32, 46, 49.

Quartile:

Median, Minimum, Maximum, & Range:

Thus the answer to your problem is, D. The range is the best measure of variability, and it equals 32.

The correct statement is that for each hour, the earnings go up by $7. Option A

If we have the equation of the line, we can substitute the value of 7 for the number of hours into the equation and solve for the earnings. The equation would typically be in the form of "earnings = slope * hours + y-intercept," where the slope represents the rate of earnings per hour and the y-intercept represents the earnings when no hours are worked.

We can find the slope of the graph to know as said above;

m = y2 - y1/x2 - x1

m = 14 - 0/2 - 0

m = 7

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Answer:

The True Statement about this blog is stated below:

Its primary purpose is to inform.

Step-by-step explanation:

When an author's or speaker's purpose is to inform, the author or speaker usually enlightens their readers or audience about real-world topics.  The best way they achieve this is by providing lots of facts about the topic. Informational texts or speeches are oriented towards imparting information or knowledge to the reader or audience with the purpose of educating them on a particular topic.  This is clearly achieved in this passage about Lexie.  Facts are provided about Lexie's ability to help the visually impaired person, including the specialized training that the dog has undergone recently.

Answer:

B

Step-by-step explanation:

Reflecting over the x-axis means

\((x,y) \longrightarrow (x,-y)\)

Answer:

300 packages

Step-by-step explanation:

Answer:

p = 6

Step-by-step explanation:

5 + 2/3 (2p - 6) = 9

5 + 4/3p - 4 = 9

1 + 4/3p = 9

4/3p = 8

p = 6

Answer:

p= 6

Step-by-step explanation:

Solve for p:

(2 (2 p - 6))/3 + 5 = 9

Put each term in (2 (2 p - 6))/3 + 5 over the common denominator 3: (2 (2 p - 6))/3 + 5 = 15/3 + (2 (2 p - 6))/3:

(15/3 + (2 (2 p - 6))/3) = 9

15/3 + (2 (2 p - 6))/3 = (2 (2 p - 6) + 15)/3:

((2 (2 p - 6) + 15)/3) = 9

2 (2 p - 6) = 4 p - 12:

((4 p - 12) + 15)/3 = 9

Grouping like terms, 4 p - 12 + 15 = 4 p + (15 - 12):

(4 p + (15 - 12))/3 = 9

15 - 12 = 3:

(4 p + 3)/3 = 9

Multiply both sides of (4 p + 3)/3 = 9 by 3:

(3 (4 p + 3))/3 = 3×9

(3 (4 p + 3))/3 = 3/3×(4 p + 3) = 4 p + 3:

(4 p + 3) = 3×9

3×9 = 27:

4 p + 3 = 27

Subtract 3 from both sides:

4 p + (3 - 3) = 27 - 3

3 - 3 = 0:

4 p = 27 - 3

27 - 3 = 24:

4 p = 24

Divide both sides of 4 p = 24 by 4:

(4 p)/4 = 24/4

4/4 = 1:

p = 24/4

The gcd of 24 and 4 is 4, so 24/4 = (4×6)/(4×1) = 4/4×6 = 6:

Answer: p = 6

On solving the provided question, we can say that - here in the percentage obtained = 500 => so, 500/1000X100 = 50%

A percentage in mathematics is a figure or ratio that is stated as a fraction of 100. The abbreviations "pct.," "pct," and "pc" are also occasionally used. It is frequently denoted using the percent symbol "%," though. The amount of percentages has no dimensions. With a denominator of 100, percentages are basically fractions. To show that a number is a percentage, place a percent symbol (%) next to it. For instance, if you correctly answer 75 out of 100 questions on a test (75/100), you receive a 75%. To compute percentages, divide the amount by the total and multiply the result by 100. The percentage is calculated using the formula (value/total) x 100%.

here,

total is = 1000

obtained = 500

so, 500/1000X100 = 50%

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Answer: 3998 cents, or $39.98

Step-by-step explanation: Hope it helps!

The expression for the sum of 1 cubed, 2cubed and 3 cubed is 1² + 2³ + 3³ and the value is 36.

It should be noted that the information is to find the expression for the sum of 1 cubed, 2cubed and 3 cubed.

This will be:

= 1³ + 2³ + 3³

= 1 + 8 + 27

= 36

Therefore, the correct answer is 36.

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Answer:

  C.  70°

Step-by-step explanation:

The inscribed angle marked 15° intercepts an arc that is double that measure, so the intercepted arc on the right is 2×15° = 30°.

The external angle marked 20° is half the difference of the intercepted arcs, so is ...

  20° = (1/2)(x - 30°)

  40° = x - 30° . . . . . . multiply by 2

  70° = x . . . . . . . . . . . add 30°

The value of x is 70°.

Answer:The temperature at 4 AM is 41 degrees.

Step-by-step explanation:

We have an average temperature of 45 degrees and a high of 53 degrees. That makes the midline 45 and the amplitude 8.

We could spend some time trying to figure out how to get a graph in which x=0 corresponds to midnight. However; that is not necessary. We can use any sinusoidal function we want, as long as we understand which part of the graph corresponds to what hour of the day.

So with midline 45 and amplitude 8, let's choose a simple function:

f%28x%29+=+45%2B8sin%28x%29

The time at which we are to find the temperature, 8 AM, is 8 hours before 4 PM, which is the time when the temperature is maximum. 8 hours is 1/3 of a day, so we want to find the temperature 1/3 of a cycle before 4 PM.

Since we are using a sine function with no horizontal shift, the time of maximum temperature, 4 PM, corresponds to 1/4 of the way through a cycle, at pi/2.

We want to go back 1/3 of a cycle, or (2/3)pi, from pi/2; that puts us at -pi/6.

That makes it easy to find the temperature at 4 AM without a calculator:

45%2B8%2Asin%28-pi%2F6%29+=+45%2B8%28-.5%29+=+45-4+=+41

The temperature at 4 AM is 41 degrees.

Answer:

probably he temperature at 4 AM is 41 degrees.

Step-by-step explanation: