k(-1)=
I attached the graph. Please help, thank you in advance.

The monthly cell phone bill when shared data equals zero is given as follows:

$26.

The slope-intercept representation of a linear function is given by the equation presented as follows:

y = mx + b

The coefficients of the function and their meaning are described as follows:

The intercept of the line in this problem is given as follows:

b = 26.

Hence $26 is the monthly cell phone bill when shared data equals zero.

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To solve the savings plan balance, we have to calculate the interest for 19 months. The formula for calculating interest for compound interest is given below:$$A = P \left(1 + \frac{r}{n} \right)^{nt}$$where A is the amount, P is the principal, r is the rate of interest, t is the time period and n is the number of times interest compounded in a year.

The given interest rate is 11% per annum, which will be converted into monthly rate and then used in the above formula. Therefore, the monthly rate is $r = \frac{11\%}{12} = 0.0091667$.

The monthly payment is $PMT = $250. We need to find out the amount after 19 months. Therefore, we will use the formula of annuity.

$$A = PMT \frac{(1+r)^t - 1}{r}$$where t is the number of months of the plan and PMT is the monthly payment. Putting all the values in the above equation, we get:

$$A = 250 \times \frac{(1 + 0.0091667)^{19} - 1}{0.0091667}$$$$\Rightarrow

A = 250 \times \frac{1.0091667^{19} - 1}{0.0091667}$$$$\Rightarrow

A =250 \times 14.398$$$$\Rightarrow A = 3599.99$$

Therefore, the savings plan balance after 19 months with an APR of 11% and monthly payments of $250 is $3599.99 (approx).

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Answer:

\( z=\sqrt{80} \)

Step-by-step explanation:

By geometric mean property:

\( y= \sqrt {16\times 4}\)

\( y= \sqrt {64}\)

\( y= 8\)

By Pythagoras Theorem:

\( z=\sqrt{4^2 +8^2} \)

\( z=\sqrt{16 + 64} \)

\( z=\sqrt{80} \)

Answer:

20 months

Step-by-step explanation:

Let's write an equation to describe the compound increase:

C = 1300 * 1.0475^t (where C = money in account, t = number of months)

Now, we need C to equal 3200, so let's do that:

3200 = 1300 * 1.0475^t

Divide both sides by 1300:

32/13 = 1.0475^t

This part is tricky, but to isolate t we can use logarithms. Here's an example:

2^x = 8 (2 to the power of what is 3?)

x = \(log_{2} (8)\) = 3 (take note that the 2 goes in subscript, whereas the 8 goes in the brackets)

Now to apply this to our problem:

t = \(log_{1.0475}(\frac{32}{13})\) = ~19.411

We need to round up here, as we cannot pass only a fraction of a month and 19 months is not enough (you will have $3,139.57), so the answer is 20 months.

If the water snake is initially 30 meters below the ground level and then climbs 20 meters upward, it will be 30 - 20 = 10 meters below the ground level. However, if it then slips down 10 meters, it will be 10 + 10 = 20 meters below the ground level.

Answer:

B.

Step-by-step explanation:

First in order to solve this problem we need to simplify the answer choices.

A. 6×8 + 6×6 = 48+ 36

B. 12×4 + 12×1=48+12

C. 4×44 + 4×3=176+12

D. 8×6 + 8×4 = 48+32

As you can see there is one expression that is equivalent to 48+12. Answer choice B is correct.

The expression that is equivalent to 48 + 12 is 12(4 + 1), Option B is correct.

An expression is combination of variables, numbers and operators.

To find the expression that is equivalent to 48 + 12, we need to simplify each of the given expressions and find the one that is equal to 60.

Because the value of 48+12 is 60

A. 6(8 + 6) = 6(14) = 84

B. 12(4 + 1) = 12(5) = 60

C. 4(44 + 3) = 4(47) = 188

D. 8(6 + 4) = 8(10) = 80

Out of the given expressions, only expression B simplifies to 60, which is equivalent to 48 + 12.

Therefore, the expression that is equivalent to 48 + 12 is 12(4 + 1), Option B is correct.

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Answer:

ans is A

area = l*b

area=(5/6)*(4/6)=20/36=5/9

Answer:

it's 272 feet square because if it is the area then you can dig it

A = bh

A = 22(17) -6(17)

A = 272

Answer:

It is correct please I do not want yo sound rude can you give me brainliest answer.

Answer:

correct steps

Step-by-step explanation:

if asked to find angles in terms of the ratios, then don't forget to shift sin / cos / tan across the equal sign and change it to arc sin / cos / tan.

Answer:

(7x+4) and (4x)

Step-by-step explanation:

The expression are (7x+4) and (4x)

The two expressions are (4x+4) and x whose difference is 3x + 4​.

Expressions is the defined as mathematical statements that have a minimum of two terms containing variables or numbers.

Arithmetic operations can also be specified by the subtract, divide, and multiply built-in functions.

The operator that perform arithmetic operation are called arithmetic operators .

Operators which let do basic mathematical calculation

+ Addition operation : Adds values on either side of the operator.

For example 4 + 2 = 6

- Subtraction operation : Subtracts right hand operand from left hand operand.

for example 4 -2 = 2

* Multiplication operation : Multiplies values on either side of the operator

For example 4*2 = 8

Let two expressions are (4x+4) and x

So, difference of two expressions as :

⇒ (4x+4) - x

⇒ 3x + 4​

Hence, the two expressions are (4x+4) and x whose difference is 3x + 4​.

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ATQ,

= \( \dfrac{ - 13}{25} + \dfrac{21}{5} + \frac{ - 21}{18} + x = 5\)

= \( \dfrac{ 377}{150} + x = 5\)

= \( x = 5 - \dfrac{ 377}{150}\)

= \( x = \dfrac{ 373}{150}\)

Answer

=727/150

Step-by-step explanation:

-13/25 + 21/18 + 21/18

= -13 + 105/25 + 21/18

= 92/25 + 21/18

= 1656 + 525/450

= 2181/450   =   727/150

Have nice day

Answer:

20,000 feet

Step-by-step explanation:

Based on the initial altitude and the rate that the plane is descending, the relevant equation is = 30,000 - 2,000x. The altitude after 5 minutes is 20,000 feet above sea level.

The plane begins at 30,000 feet above ground and is descending at 2,000 feet per minute. The relevant equation after x minutes is:

= Initial altitude - (Descent in feet per minute x Number of minutes)

Plugging in the values gives:

= 30,000 - (2,000 × x)

= 30,000 - 2,000x

creds to Parrain

The expression \(x^2 + 28 / (3x)\) can be written in standard form as \((3x^2 + 28x) / 3\).

To write the expression in standard form, we need to simplify it and arrange it in a specific order.

First, let's simplify the expression:

\(x^2 + 4 / (3x/7)\)

To simplify the expression, we need to multiply the numerator and denominator of the fraction by the reciprocal of the denominator, which is 7/3x. This gives us:

\(x^2 + 4 * 7 / (3x)\)

Simplifying the fraction gives:

\(x^2 + 28 / (3x)\)

Now, to write the expression in standard form, we need to arrange it in the order \(ax^2 + bx + c\), where a, b, and c are constants. To do this, we need to simplify the expression further:

\(x^2 + 28 / (3x)\)

= \(3x(x^2 / 3x + 28 / (3x^2))\)

= \(3x(x + 28/3x)\)

Therefore, the expression in standard form is:

\((3x^2 + 28x) / 3\)

Standard form of a linear equation in two variables is represented as Ax + By = C, where A, B, and C are constants, and x and y are variables.

Standard form of a complex number is represented as a + bi, where a and b are real numbers, and i is the imaginary unit, which satisfies the equation \(i^2 = -1\).

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Answer: C) Your new salary is the same as your original salary

===============================================================

Explanation:

A 25% increase means that we multiply by 1.25

Think of 1.25 as 100% + 25% = 1 + 0.25 = 1.25

So the initial $40,000 salary bumps up to (40,000)*1.25 = 50,000 dollars per year.

Then we reduce this by 20%, so we'll involve the multiplier 0.80

Why this value? Because if you lose 20% of something, then you still keep the remaining 80%. Think of it as 80% + 20% = 100%, or you can say 100% - 20% = 80%

So the salary of 50,000 will drop to (50,000)*0.80 = 40,000

The salary is back to its original value. The new salary is the same as the old one.

-------------------

Extra info (optional section)

It's not a coincidence that we end up with the same number. Why is this?

If we multiply the two decimal values (1.25 and 0.8) together, we end up with 1.25*0.80 = 1

So overall, the multiplier is 1 when we increase by 25% and then decrease by 20%. The multiplier of 1 does not change the value.

This is due to the rule 1*x = x*1 = x.

This applies to any starting value you want, and there's nothing special about the 40,000 figure.

Hello!

In this question, we are trying to find how many students enroll in the university.

List of things we know:

We will use the above information to help us solve our question.

Solve:

First, let us find out how many students got accepted to the university.

We know 10,000 students applied. We also know that the university accepts 40% of students. To find how many students were accepted, we will multiply 10,000 by 0.40 since 40% represented as a decimal is (0.40)

10,000 × 0.40 = 4,000

This means that 4,000 students were accepted to the university.

We now know that 30% of the accepted students enroll in the university, so we will multiply the number of our admitted students (4,000) by 0.30

4,000 × 0.30 = 1200

This means that 1200 students actually enroll in the university.

Answer:

1200 students

Answer: No, it is not commutative. If used a square as an example, centered at (1,1). If a dilation is performed on the square of a scale factor of 3, and the square is translated 5 units downward, then the result would be different than if I switched the order, doing the translation downward first and then performing the dilation centered at (1,1).

I hope this helps! If you need any further clarification, just let me know below. Thanks! Have a good day, and good luck on your assignment. :)

Answer:

this helps me :-))

thanks

The shape of the bases for the following polyhedron depend on the type of polyhedron. For example, a triangular prism would have triangular bases, a square pyramid would have square bases, a rectangular prism would have rectangular bases, and a cone would have circular bases.

The shape of the bases for a polyhedron depend on the type of polyhedron. Polyhedra can have a variety of shapes, such as triangular, square, rectangular, and circular. For example, a triangular prism would have triangular bases, a square pyramid would have square bases, a rectangular prism would have rectangular bases, and a cone would have circular bases.

The shape of the bases for the following polyhedron depend on the type of polyhedron. For example, a triangular prism would have triangular bases, a square pyramid would have square bases, a rectangular prism would have rectangular bases, and a cone would have circular bases.

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y = 1/2x + 1 is the line's equation in slope-intercept form.

The equation of a line in slope intercept form is expressed as y = mx + b where:

m is the slope

b is the y-intercept

Given the following coordinate points (4, 3) and (0, 1), the slope is calculated as:

Slope = 1-3/0-4
Slope = -2/-4
Slope = 1/2

For the y-intercept, it is the point where the x-coordinate is zero, hence the y-intercept if (0, 1)

Determine the required equation
y = mx + b

y = 1/2x + 1

Hence the equation of the line in slope-intercept form is y = 1/2x +1

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The total height of the three jumps is A = 20.744 feet

Given data ,

1st high jump score: 7.016 feet

2nd high jump score: 5.42 feet

3rd high jump score: 8.308 feet

On adding the scores , we get

7.016 + 5.42 + 8.308 = 20.744 feet

On simplifying the equation , we get

A = 20.744 feet

Hence , Oliver jumped a total of 20.744 feet in the three high jumps

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The reading on a scale could be less after leaving the top floor and heading downward due to gravity.

All objects that have mass or energy are subject to the fundamental natural force of gravity. It is the force that draws two objects together and maintains the orbits of things like planets, galaxies etc. The force of gravity is proportionate to an object's mass and inversely linked to the square of the distance among both. As a result, the gravity around two objects will be more considerable and closer if they are together.

Several events, like maintaining people and other objects on the surface of the Earth, creating ocean tides, and causing objects to fall to the ground when dropped, are caused by gravity. Due to its importance in helping to comprehend the mobility and behavior of celestial objects, it is also a fundamental idea in the sciences of astrophysics. Because gravity has an influence on the body, the reading on a scale could be lower as you descend from the top floor.

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Answer:

6.8333333333 or 41/6

Step-by-step explanation:

Answer:

Step-by-step explanation:

Given the system of equation

3x1 − 2x2 + x3 = −10 ............. 1

2x1 + 6x2 − 4x3 = −10 ............ 2

−8x1 − 2x2 + 5x3 = −26  ............... 3

Reduce the system of equations:

multiply equation 1 by 3 and add to 2

Eqn 1 * 3 gives;

9x1 − 6x2 + 3x3 = −30

Add to equation 2:

9x1+2x1 +(3x3-4x3) = -30-10

11x1 - x3 = -40 ........... 4

multiply eqn 3 by 3 and add to eqn 2

eqn 3 * 3 gives

−24x1 − 6x2 + 15x3 = − 78

Add to eqn 2:

-24x1+2x1)+15x3-4x3 = -78-10

-22x1 + 11x3 = -88 ......... 5

solve 4 and 5:

11x1 - x3 = -40 ........... 4 * 2

-22x1 + 11x3 = -88 ......... 5 * 1

.....................................................

22x1 - 2x3 = -80

-22x1 + 11x3 = -88

Add together:

-2x3 + 11x3 = -80-88

9x3 = -168

x3 = -168/9

x3 = 18.7

subtitute x3 = 18.7 into 4

11x1 - 18.7 = -40

11x1 = -40+18.7

11x1 = -21.3

x1 = -21.3/11

x1 = -1.93

Substitute x1 and x3 into 1

3(-1.93)− 2x2 + 18.7 = −10

- 5.79-2x2 = -28.7

-2x2 = -18.7 +5.79

-2x2 = -22.91

x2 = 11.455

The house owned by Jennifer and Neil is worth $319,000 on the market. the $280,000 assessed value. $19.70 is paid in property taxes annually for every $1,000 of assessed value.

a. Their home's property tax is $5,516.

b. Their monthly property tax payment is $459.67.

a. The assessed value of the home is $280,000. To find the property tax on their home, we need to first calculate the assessed value in thousands of dollars by dividing by 1,000:

Assessed value in thousands of dollars = $280,000 / 1,000

Assessed value in thousands of dollars = $280

The tax rate is $19.70 per $1,000 of assessed value. To find the tax on their home, we can multiply the assessed value in thousands of dollars by the tax rate per $1,000:

Tax on home = $280 x $19.70

Tax on home = $5,516

Therefore, the property tax on their home is $5,516.

b. To find the monthly property tax payment, we can divide the annual property tax by 12:

Monthly property tax payment = $5,516 / 12

Monthly property tax payment = $459.67 (rounded to the nearest cent)

Therefore, Jennifer and Neil pay approximately $459.67 per month toward property taxes.

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Answer:

m<wzx = 71

Step-by-step explanation:

Assuming these are interior angles of a triangle.

The sum of all three interior angles of a triangle is always 180 degrees, therefore:

m<xyz + m<wxz + m<wzx = 180

Substitute our values:

58 + 51 + m<wzx = 180

m<wzx = 180 - 58 - 51

m<wzx = 71

Check the picture below.

so hmmm let's find the length of the slanted side, namely the hypotenuse of the triangle with sides of 9 and 7(half of 14).

\(\begin{array}{llll} \textit{using the pythagorean theorem} \\\\ c^2=a^2+o^2\implies c=\sqrt{a^2 + o^2} \end{array} \qquad \begin{cases} c=hypotenuse\\ a=\stackrel{adjacent}{9}\\ o=\stackrel{opposite}{7} \end{cases} \\\\\\ c=\sqrt{ 9^2 + 7^2}\implies c=\sqrt{ 81 + 49 } \implies c=\sqrt{ 130 }\)

so now let's get the areas of those triangles and those rectangles.

\(\stackrel{\textit{two triangles}}{2\left[\cfrac{1}{2}(14)(9) \right]}~~ + ~~\stackrel{\textit{left and right rectangles}}{2(\sqrt{130})(20)}~~ + ~~\stackrel{\textit{bottom rectangle}}{(20)(14)} \\\\\\ 126+40\sqrt{130}+280\implies 406+40\sqrt{130} ~~ \approx ~~ \text{\LARGE 862.07}~cm^2\)

Answer:

1.  8 slices left.

2. 1/10, 1/9, 1/4, and 1/3.

3.  2/3, 3/4, 8/9, 10/11

4. it's ratio should be propertional

Step-by-step explanation:

1.

If there is two-thirds of a pizza left and the original pizza had a total of 3 slices, then there are 2 slices left because 2/3 of 3 is equal to 2.

If the original pizza had 12 slices, then two-thirds of it would be 8 slices (12 x 2/3 = 8), so there would be 4 slices left.

If the original pizza had 24 slices, then two-thirds of it would be 16 slices (24 x 2/3 = 16), so there would be 8 slices left.

2.

To order fractions from least to greatest, we need to find a common denominator.

The denominators are already small, so we can find the least common multiple (LCM) by inspection.

Multiples of 3: 3, 6, 9, 12, 15, 18, 21, ...

Multiples of 4: 4, 8, 12, 16, 20, 24, ...

Multiples of 9: 9, 18, 27, 36, ...

Multiples of 10: 10, 20, 30, 40, ...

We can see that the least common multiple of 3, 4, 9, and 10 is 180.

1/3 = 60/180

1/4 = 45/180

1/9 = 20/180

1/10 = 18/180

Now that we have converted the fractions to have a common denominator, we can compare them.

1/10 is the smallest fraction since its numerator is the smallest.

Next, we have 1/9 and 1/4. Since the denominators are the same, we can simply compare the numerators.

1/9 is smaller than 1/4, so we can write them in order as:

1/10, 1/9, 1/4

Finally, we have 1/3.

1/3 is bigger than all the other fractions, so the final order is:

1/10, 1/9, 1/4, 1/3

Therefore, the fractions from least to greatest are 1/10, 1/9, 1/4, and 1/3.

3.

To place these fractions in order from least to greatest, we can compare them by finding a common denominator.

Step 1: Find a common denominator for all the fractions. The least common multiple (LCM) of 3, 4, 9, and 11 is 396, so we can convert each fraction into an equivalent fraction with a denominator of 396.

2/3 = (2/3) x (132/132) = 264/396

3/4 = (3/4) x (99/99) = 297/396

8/9 = (8/9) x (44/44) = 352/396

10/11 = (10/11) x (36/36) = 360/396

Step 2: Arrange the fractions in order from least to greatest based on their values.

To do this, we can compare the fractions by finding their equivalent decimal values using division.

2/3 = 0.666666...

3/4 = 0.75

8/9 = 0.888888...

10/11 = 0.909090...

From this comparison, we can see that the fractions are in order from least to greatest: 2/3, 3/4, 8/9, 10/11

4.

The student's argument that 2/4 = 2/3 because both fractions have the same number of dots filled is incorrect. Even though both fractions have a numerator of 2, they have different denominators, which means they represent different amounts.

To help the student understand this concept, you could use a visual representation, such as drawing two rectangles of different sizes, with four and three dots respectively, and fill in two dots in each rectangle. Then you could point out that even though they have the same number of dots filled in, the rectangles are different sizes and therefore the fractions are different. You could also explain that to compare fractions, we need to find a common denominator, and that the fractions 2/4 and 2/3 are not equivalent because they have different denominators. Finally, you could offer additional practice problems to help the student reinforce their understanding of fractions and equivalent fractions.