Solve for all values of x.

\(\frac{x-1}{x-4} =\frac{-6}{x}\)

Answer:

13/36

Step-by-step explanation:

1 - 2/3 equals 1/3 which is inside the parenthesis

square the number in parenthesis (1/3) and it equals 1/9

multiply the 2 fractions 1/4 and 1/9 to get 1/36

finally add 1/3 with 1/36

12/36 + 1/36 would equal 13/36

High school A:  3 vans + 12 buses = 504 students

High school B: 2 vans + 4 buses = 184 students

Multiply High school B by 1.5:

High school B: 3 vans + 6 buses = 276 students

Subtract High school B from High School A:

6 buses = 228 students

Divide students by buses:

Buses = 228 / 6 = 38 students per bus

Now solve for vans using high school A:

3 vans + 12(38 students per bus) = 504 students

Simplify:

3 vans + 456 students in buses = 504 students

Subtract students in buses from both sides:

3 vans = 48

Divide both sides by 3:

Vans = 16

Answer: vans = 16 students, buses = 38 students

Solution

For this case we have the following function

and we know that the only point of discontinuity is x=0 and then the answer is:

The function has infinite discontinuity

Answer:

Step-by-step explanation:

x   - first number

2x   - twice the first number

twice the first number exceeds the second number by 4 so:

2x-4   -the second number

y - the third number

the second number is equal to the sum of the first and third numbers:

2x-4 = x + y

x + y = 2x - 4

  -x        -x

y = x - 4       - the third number

the sum of three numbers:

x + 2x-4 + x-4 = 4x - 8

The sum of three numbers is 12 so:

4x - 8 = 12

   +8       +8

  4x = 20

  ÷4    ÷4

   x = 5

2x-4 = 2•5 - 4 = 6

x-4 = 5 - 4 = 1

Check:

5+1 = 6

2•5 = 10,  10-4 = 6

Answer:

hope helpful

Answer:

y = -3

Step-by-step explanation:

Let's solve your equation step-by-step.

5 (y+2/5) = −13

Step 1: Simplify both sides of the equation.

5(y+2/5)= −13

(5)(y) + (5)(2/5) = −13(Distribute)

5y + 2 = −13

Step 2: Subtract 2 from both sides.

5y + 2 − 2 = −13 −2

5y = −15

Step 3: Divide both sides by 5.

5y/5 = −15/5

y = −3

Answer:

y = −3

hope this helps and is right :)

Answer:

Step-by-step explanation:

9*9*3.14=254.34

Area=pi*radius suqare

When the bundle contains 20% apples, A bundle of 30 fruits contains 6 apples and the remaining 20 are oranges.

In mathematics, a percentage is a number or ratio that is expressed as a fraction of 100. Occasionally, the acronyms "pct.," "pct," and "pc" are also used. But it is commonly indicated by the percent sign, "%." The % amount has no dimensions. Percentages are essentially fractions when the denominator is 100. Use the percent sign (%) to indicate that a number is a percentage by placing it next to it. For instance, you score a 75% if you properly answer 75 out of 100 questions on a test (75/100). Divide the money by the total and multiply the result by 100 to calculate percentages. The formula for calculating the percentage is (value/total) x 100%.

given

In a bundle  fruits of 30,apples are apples

percentage of apple = 6/30 *100

= 20 %

When the bundle contains 20% apples, A bundle of 30 fruits contains 6 apples and the remaining 20 are oranges.

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Answer: -3

Step-by-step explanation: When you graph this that’s what you get

Answer:

-3

Step-by-step explanation:

the y intercept is when x is 0 on the graph. Since you know x has to be zero, you can substitute x for 0 in the equation:

y = -0.5x0 -3

Now you can ignore that first part of the equation because it equates to 0, and so you get:

y= 0 - 3

which equals:

y=-3

Answer:

ML=14, KL=14, EL=6, MK=25.3

Step-by-step explanation:

We can solve this using the properties of rhombuses:

ML and KL are the sides of a rhombus, and we know that in a rhombus, all 4 sides are the same. Given the value of 1 size, JK=14, we can determine the other 3 sides ML, KL and MJ, would all be equal to 14.

We also see that JL is the diagonal of the rhombus, and we know that JE is half the diagonal, so the other half, EL must be 6 aswell.

We can solve for MK using the pythagorean theorem.

We see that triangle KEL is a right angled triangle

If EL=6, and KL is 14, using a²+b²=c², KE would be equal to 12.65

KE is also half of MK, so MK would be equal to 12.65×2, which is 25.3

Hope this helps!

Answer:

Supongo que tenemos dos ángulos A y B

"la mitad de A mas la tercera parte de B es igual a 15°" (también supongo que son grados)

A/2 + B/3 = 15°

A/2 = 15° - (B/3)

A = 30° - 2*(B/3)

Ahora queremos calcular:

2*sin(3*A)/cos(2*B)

pero podemos reemplazar A por lo que tenemos arriba:

2*sin(3*(30° - 2*(B/3)))/cos(2*B)

2*sin(90° - 2*B)/cos(2*B)

y como sabemos,  

Sin( 90° - x) = Sin(90°)*cos(-x) + cos(90°)*sin(-x) = cos(-x) = cos(x)

entonces:

2*sin(90° - 2*B)/cos(2*B) = 2*cos(2*B)/cos(2*B) = 2*1 = 2.

Answer:

a.) 13 students

b.) 53 members

Step-by-step explanation:

a.) In the given equation of y=4x+13, "x" represents how many years have gone by since the club had started. The number "13" in this equation represents the y-intercept, or the value of "y" when x = 0. Therefore, when "x" is 0 years, there were 13 students in the clubs, meaning that the original group that started the club contained 13 students.

b.) Since the question asks how many members that the club will have after their tenth year and you already know that "x" in the equation y=4x+13 represents the number of years since the club started, all you have to do is plug 10 in for "x" in the equation; so, the equation will now look like this: y=4(10)+13. Keeping PEMDAS in mind, you first multiply 4 and 10 to get 40, and then you add 13 to get an answer of 53 members after year 10.

The inequality expressions from the number lines given are expressed as;

6) z < 14

7) d ≥ 18

To plot an inequality, such as x > 2, on a number line, first draw a circle over the number (e.g., 2). Then if the sign includes equal to (≥ or ≤), fill in the circle. If the sign does not include equal to (> or <), leave the circle unfilled in.

6) The circle is unfilled and at the number point 14 and points to the left. Thus, this denotes less than and as such the inequality that depicts it is expressed as;

z < 14

7) The circle is filled and at the number point 18 and points to the right. Thus, this denotes greater than or equal to and as such the inequality that depicts it is expressed as;

d ≥ 18

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True. Javier takes a shower to save time. He gets into the shower at 6:50 and is out by 7:10. When he used to take baths, it would take him a quarter of an hour.

The statement is true. Javier takes a shower to save time. When he gets into the shower at 6:50, he is out by 7:10. This implies that he spends 20 minutes in the shower.

On the other hand, when he used to take baths, it would take him a quarter of an hour. A quarter of an hour is equivalent to 15 minutes. Therefore, Javier's bath time used to be 15 minutes.

Comparing the time spent in the shower (20 minutes) with the time spent in the bath (15 minutes), we can see that taking a shower saves Javier 5 minutes of time compared to taking a bath.

Overall, the statement confirms that Javier chooses to take a shower to save time. By opting for a shower instead of a bath, he reduces the amount of time spent on personal hygiene, saving approximately 5 minutes in this scenario.

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Answer:

I think its correct I don't know tho

Step-by-step explanation:

Answer:

x can either be 2 or 4

Step-by-step explanation:

Whole numbers less than 5 are = 1, 2, 3, 4

Even whole numbers less than 5 are = 2 and 4

1 and 3 are odd numbers

Therefore, even whole number less than 5 are 2 and 4

x can either be 2 or 4

Answer: Choice C.

How many 1/4-meter long pieces of ribbon are needed to have a total of 3 1/2 meters of ribbon.

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

Explanation:

Let's consider a similar problem without the fractions.

Let's say you want to know how many 2 meter lengths of ribbon you can cut from an overall length of 24 meters. That would be 24 ÷ 2 = 12 pieces total.

So we divide the two values (large ÷ small)

The same idea applies to this problem as well. The larger amount (3 & 1/2 meters) is what we cut up, and each slice is 1/4 of a meter. To find the number of pieces, we would compute 3 1/2÷1/4

Note: it might help to convert the mixed number 3 & 1/2 to the improper fraction 7/2

Answer:

znvipahgvahgv

Step-by-step explanation:

Answer: In 33,294 how is the value of the 3 in the ten thousands place related to the value of the 3 in the thousands place ? of the 3 in the ten thousands place is 3 x 9 = 27.

Step-by-step explanation:

I hope this helps!

The type of measurement situation used by manager of department store for the given situation is observation. measurement situation.

The manager of the department store is using an observation measurement situation.

She is observing and recording data on the frequency.

Frequency with which floor tiles have been replaced in front of each entrance.

Replacement of floor tiles is done without manipulating any variables or imposing any treatments on the entrances.

All the collected data represents the situation of observation of measurement.

Therefore, for the given situation of replacing the tiles with the given situation is known as observation measurement situation.

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Explanation:

First, let's find the slope of the given line. The slope can be calculated as:

Where (x1, y1) and (x2, y2) are the coordinates of two points in the line. Replacing (x1, y1) by (-1, -1) and (x2, y2) by (3, 1), we get

Then, the slope of a perpendicular line multiplied by 1/2 will be equal to -1. So, the slope of a perpendicular line can be calculated as:

Therefore, the equation of the perpendicular line that passes through (-1, -1) will be

Answer:

The box alone weighs 6 kg

Step-by-step explanation:

Let, weight of Apple be x, Oranges be y, Guavas be z nd box a.

A box of Apple weighs 270kg and 500g i.e270.5kg

a+x =270.5---(1)

A box of oranges weighs 192.5kg

a+y=192.5---(2)

A box of guavas weighs 245

a+z=245---(3)

Fruits together weigh 690 kg

x+y+z=690---(4)

Combining (1),(2),(3), we get

3a+x+y+z=708---(5)

From 4&5

3a+690=708

3a=18

a=6

So the box weighs 6 kg

Final answer:

When two variables are correlated or associated, it does not necessarily follow that one of the variables is the root cause of the other. Correlation does not always indicate cause.

The link between variables is described by correlation. It can be characterized as strong or weak, as well as positively or negatively.

Positive correlation occurs when two variables change in the same direction. There are three fundamental forms of correlation. The two variables fluctuate in opposite directions when there is a negative correlation. No association or meaningful connection exists between the two variables, hence there is no correlation.

The correlation coefficient aids in determining how closely two variables are related in a single figure. Finding the crucial variables that other factors depend on and comprehending economic behavior are both facilitated by correlation analysis.

Explanation:

A correlation test determines whether two variables are related. Nevertheless, just because two variables are traveling together does not necessarily mean they are connected. This is why the phrase "correlation does not indicate causation" is used frequently.

As two factors are connected or related, it does not necessarily imply that one of the variables is the main cause of the other. Correlation not always show cause.

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Answer: Perimeter of given square:40,Area of given square:100

Perimeter of Dilated square:200

Area of Dilated square: 2500

Step-by-step explanation:

Answer:

about 64.29%

Step-by-step explanation:

900/1400= 0.64285...

=about 64.29%

a. Absolute maximum: [To be determined by comparing f(-2), f(1), and f(-0.5 ln(3/2))], b.Absolute minimum: [To be determined by comparing f(-2), f(1/2), and f(-2/3)]

a. To find the absolute extrema of the function f(x) = e^(-2x) + 3x over the interval [-2, 1], we need to evaluate the function at its critical points and endpoints.

First, let's find the critical points by taking the derivative of f(x) and setting it equal to zero:

f'(x) = -2e^(-2x) + 3

Setting f'(x) = 0, we get:

-2e^(-2x) + 3 = 0

Solving this equation, we find:

e^(-2x) = 3/2

Taking the natural logarithm of both sides, we get:

-2x = ln(3/2)

x = -0.5 ln(3/2)

Next, we evaluate f(x) at the critical points and endpoints:

f(-2) = e^(-2*(-2)) + 3*(-2) = e^4 - 6

f(1) = e^(-21) + 31 = e^(-2) + 3

f(-0.5 ln(3/2)) = e^(-2*(-0.5 ln(3/2))) + 3*(-0.5 ln(3/2))

To find the absolute maximum and minimum, we compare the function values:

The absolute maximum is the larger of the function values, so we compare f(-2), f(1), and f(-0.5 ln(3/2)). Similarly, the absolute minimum is the smaller value.

Now, let's move on to part b.

b. To find the absolute extrema of the function f(x) = x^3 + x^2 - x + 1 over the interval [-2, 1/2], we follow the same steps as in part a.

First, we find the critical points by taking the derivative of f(x) and setting it equal to zero:

f'(x) = 3x^2 + 2x - 1

Setting f'(x) = 0, we get:

3x^2 + 2x - 1 = 0

Solving this equation, we can either factor it or use the quadratic formula to find the critical points. Let's use the quadratic formula:

x = (-2 ± √(2^2 - 4(3)(-1))) / (2(3))

Simplifying, we get:

x = (-2 ± √(16)) / 6

x = (-2 ± 4) / 6

So the critical points are x = -2/3 and x = 1/3.

Next, we evaluate f(x) at the critical points and endpoints:

f(-2) = (-2)^3 + (-2)^2 - (-2) + 1 = -2

f(1/2) = (1/2)^3 + (1/2)^2 - (1/2) + 1 = 1.375

f(-2/3) = (-2/3)^3 + (-2/3)^2 - (-2/3) + 1

To find the absolute maximum and minimum, we compare the function values:

The absolute maximum is the larger of the function values, so we compare f(-2), f(1/2), and f(-2/3). Similarly, the absolute minimum is the smaller value.

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To match decimal values with their corresponding hexadecimal values, we need to convert the decimal numbers into their hexadecimal equivalents using division and remainders.

To match each decimal value on the left with the corresponding hexadecimal value, we need to convert the decimal numbers into their hexadecimal equivalents.

Here are a few examples:

1. Decimal 10 = Hexadecimal A

To convert 10 to hexadecimal, we divide it by 16. The remainder is A, which represents 10 in hexadecimal.

2. Decimal 25 = Hexadecimal 19

To convert 25 to hexadecimal, we divide it by 16. The remainder is 9, which represents 9 in hexadecimal. The quotient is 1, which represents 1 in hexadecimal. Therefore, 25 in decimal is 19 in hexadecimal.

3. Decimal 128 = Hexadecimal 80

To convert 128 to hexadecimal, we divide it by 16. The remainder is 0, which represents 0 in hexadecimal. The quotient is 8, which represents 8 in hexadecimal. Therefore, 128 in decimal is 80 in hexadecimal.

Remember, the hexadecimal system uses base 16, so the digits range from 0 to 9, and then from A to F. When the decimal value is larger than 9, we use letters to represent the values from 10 to 15.In conclusion, to match decimal values with their corresponding hexadecimal values, we need to convert the decimal numbers into their hexadecimal equivalents using division and remainders.

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10days = ... miles

= 5days × 2

= 33 × 2

= 66miles

Answer:

Well it depends if I am writing a whole thing that I want to type then It would prob be 400 maybe less. But if I am copying something else then it prob be like 350 maybe.

Answer:

you would be typing 500 words per minute

Step-by-step explanation:

if you divide 150 by 3 you get 50 and if you multiply 50 by 10 you get 500