what does x= but it has to equal 10​

a. To write an equation representing this scenario, let's use x to represent the number of single kayaks rented and y to represent the number of two-person kayaks rented. The equation would be: 50x + 75y = 600. This equation represents the total amount of money earned by renting out x number of single kayaks and y number of two-person kayaks. The goal is to earn $600 per day.

b. To find the x-intercept, we need to set y equal to zero in the equation and solve for x:
50x + 75(0) = 600
50x = 600
x = 12
So the x-intercept is (12,0), which means that if the company rents out 12 single kayaks, they will earn $600 in revenue.
To find the y-intercept, we need to set x equal to zero in the equation and solve for y:
50(0) + 75y = 600
75y = 600
y = 8
So the y-intercept is (0,8), which means that if the company rents out 8 two-person kayaks, they will earn $600 in revenue.

c. The intercepts represent the points at which the company will earn $600 in revenue by renting out only single kayaks (x-intercept) or only two-person kayaks (y-intercept). These points can help the company determine the minimum number of kayaks they need to rent out to meet their revenue goal. For example, if they only have single kayaks available, they would need to rent out at least 12 kayaks to earn $600. If they only have two-person kayaks available, they would need to rent out at least 8 kayaks to earn $600.

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The commission earned by the salesman last month is $160.

For the given question,

The commission earned by the salesman is 20% on his sells.

Last month total sell = $800.

Let x be the total commission earned.

Then,

20% of 800 = x

x = 20× 800 / 100

x = 160

Thus, the commission earned by the salesman last month is $160.

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Answer:

\(h(x)=\frac{1}{5}x\)

Step-by-step explanation:

\(6x+y=4x+11y\\\\6x-4x=11y-y\\\\2x=10y\\\\y=\frac{2x}{10}\\\\y=\frac{1}{5}x\)

so h(x) is

\(h(x)=\frac{1}{5}x\)

Answer:

22

Step-by-step explanation:

Reflection on x axis

P(x, y) =P'(x,-y)

Therefore, D(2,3 ) =D'(2,-3)

Answer:

C. y=x

Step-by-step explanation:

If you use a graphing calculator and plot the points (-3,5) & (5,-3) and then graph y=x you can see it is the line of reflection.

Also when reflecting over the line y=x, we switch our x and y.

The expression x² + 8x + 16 represents the area of the square.

The area of the square is defined as the product of the length and width.

Given data as:

A square has a side length of (x+4)

The area of the square = (x+4)(x+4)

The area of the square = (x+4)²

The area of the square = x² + 2(x)(4) + 4²

The area of the square = x² + 8x + 16

Hence, the expression x² + 8x + 16 represents the area of the square.

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Answer:

332.5 miles

Step-by-step explanation:

let me know if its right :)

Answer:

$1.30 per jar of jelly

Step-by-step explanation:

$2.79 x 2 = $5.58

$3.19 x 2 = $6.38

$14.56 - $5.58 - $6.38 = $2.60 ( Two jars of jelly )

$2.60 / 2 = $1.30

Step-by-step explanation:

Three hundred and twenty nine trillion four hundred and fourty four billion seven hundred and seventy seven thousand two hundred and thrity four

Answer:

Look at the attachment

The quotient of the provided polynomial divide by the (x+6) with the help of synthetic division method is,

\(f(x)=4x^2-27x+167-\dfrac{996}{x+6}\)

The factor of a polynomial is the terms in linear form, which are when multiplied together, give the original polynomial equation as result.

The polynomial given in the problem is,

\(4x^3-3x^2+5x+6\)

This polynomial is divided by the linear factor (x+6). Thus use -6 to for the synthetic division of polynomial as,

-6    | 4    -3        +5         6

x            -24     +162    -1002

Add the numbers as,

          4   -27   167   -996

Put these values, we get,

\(f(x)=4x^2-27x+167-\dfrac{996}{x+6}\)

Hence, the quotient of the provided polynomial divide by the (x+6) with the help of synthetic division method is,

\(f(x)=4x^2-27x+167-\dfrac{996}{x+6}\)

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Answer: D

Step-by-step explanation:

Edge 2023

Answer: 2, 17

Step-by-step explanation:

if x= 0:

   3x0+2=2

if x=5

  3x5+2= 15+2 = 17

Answer:

Down Below

Step-by-step explanation:

Exponent Rules:

Given these rules,

-Chetan K

To transform shape a to b, apply a 180 degree clockwise rotation around a point, followed by a vertical axis reflection or a horizontal axis reflection.

To determine the single transformation that takes shape a to shape b, we need to analyze the differences between the two shapes. The two triangles appear to be congruent, which means that they have the same shape and size, but one has been rotated and possibly reflected.

To transform shape a into shape b, we could apply a rotation of 180 degrees clockwise around a point, followed by a reflection over the vertical axis.

Alternatively, we could apply a reflection over the horizontal axis, followed by a rotation of 180 degrees clockwise around a point. Both of these transformations would result in shape a being transformed into shape b.

It's worth noting that there may be other possible transformations that could also take shape a to shape b, depending on the perspective and orientation of the shapes.

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For the two lines to be parallel, the value of n must be 3

When two straight lines are plotted on the coordinate plane, we can tell if they are parallel from the slope, of each line. If the slopes are the same then the lines are parallel.

The slope of each line is calculated as (y2-y1)/x2-x1

for line AB, the slope = (6n-n)/10-4 = 5n/6

for line CD, the slope= 8n-(-6)/9-(-3)=( 8n+6)/12

for AB and CD to be parallel,

5n/6 = (8n+6)/12

multiply both sides by 12

10n= 8n+6

collect like terms

10n-8n= 6

2n= 6

n= 6/2= 3

therefore for the value of n= 3 line CD and AB are parallel.

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Answer:

10

Step-by-step explanation:

Since 3/3 = 1, then:

3/3 × 10 = 1 × 10 = 10

Answer:

a) 20ft

Step-by-step explanation:

just multiply the model length and the scale factor

The right response is, "5 hexagons are made up of 15 pattern block trapezoids."

Geometric shapes known as pattern block trapezoids are frequently utilized in arithmetic instruction. On a flat surface, they are one of a number of forms that can be used to make tessellations, or repeating patterns. Different colored plastic or foam pattern block trapezoids are available in a variety of sizes, with each color denoting a distinct size and form. Pattern block trapezoids are frequently used to teach geometry principles like area, perimeter, and angles in addition to their application in making tessellations. They can also aid in the development of kids' spatial reasoning and problem-solving skills.  

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Pua will use 13, 1/4 cups of oatmeal.

The division in mathematics is one kind of operation. In this process, we split the expressions or numbers into the same number of parts.

Given:

Pua needs 3\(\frac{1}{4}\) cups of oatmeal.

The number of 1/4 cups of oatmeal,

she will use,

= 13/4 ÷ 1/4

= 13

Therefore, she will use 13 cups.

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The Maclaurin series for \(f(x) = (1 + x)^(1/4)\) can be found using the binomial series expansion.

To find the Maclaurin series for the function \(f(x) = (1 + x)^(1/4)\) we can utilize the binomial series expansion. The binomial series states that for any real number r and x in the interval \((-1, 1)\),\((1 + x)^r\) can be expressed as a power series. In this case, we have r = 1/4, and by expanding \((1 + x)^(1/4)\) using the binomial series, we can obtain the Maclaurin series representation.  

The binomial series expansion involves an infinite sum of terms, where each term is calculated using the binomial coefficient. The resulting Maclaurin series provides an approximation of the original function within the given interval.

Understanding the binomial coefficient and the properties of power series can help in deriving accurate approximations for a wide range of mathematical functions.

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The federal government’s budgeted revenue and expenditures from 2001 through 2010 are shown below:

Revenue Expenditures Surplus/Deficit

2001 $1,991.1 billion $1,862.8 billion Surplus

2002 $1,853.1 billion $2,011.9 billion Deficit

2003 $1,782.3 billion $2,159.9 billion Deficit

2004 $1,880.1 billion $2,292.8 billion Deficit

2005 $2,153.6 billion $2,472.0 billion Deficit

2006 $2,406.9 billion $2,655.1 billion Deficit

2007 $2,567.0 billion $2,728.7 billion Deficit

2008 $2,523.1 billion $2,982.5 billion Deficit

2009 $2,105.0 billion $3,517.7 billion Deficit

2010 $2,162.7 billion $3,456.2 billion Deficit

From the given table, it can be seen that the years in which there was a budget deficit are as follows: 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009 and 2010.

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Answer:

5

Step-by-step explanation:

log(5)5=1

5^2-1 = 5^1 = 5

The spares should be kept to maintain a 90% or more probability of system success is 35

Let λ be the normal number of component disappointments per year, at that point the disappointment rate (or rate parameter) is given by λ/52 since there are 52 weeks in a year. Let's signify this by μ = λ/52.

The framework victory likelihood can be modeled utilizing the Poisson dissemination since the disappointments happen haphazardly and freely over time. Let X be the number of component disappointments in a year, at that point X takes after a Poisson conveyance with cruel λ.

To preserve a 90% or more likelihood of system victory, we got to guarantee that the number of saves is adequate to cover at the slightest 90% of the potential disappointments. This implies that the likelihood of having more than k disappointments in a year ought to be less than or break even with 0.1, where k is the number of saves.

Let Y be the number of component disappointments amid the two-week conveyance time. At that point, Y too takes after a Poisson conveyance with cruel μ/26, since there are 26 weeks in a half-year (i.e., two quarters). The likelihood of having more than k disappointments amid the conveyance time is given by:

P(Y > k) = 1 - P(Y ≤ k) = 1 - ∑_\({i=0}^k (e^(-μ/26) (μ/26)^i\)/ i!)

where e is the base of the common logarithm.

To preserve a 90% or more likelihood of system victory, we ought to select k such that P(Y > k) ≤ 0.1. Able to solve for k numerically, employing a spreadsheet or a computer program.

For example, utilizing Microsoft Exceed expectations or Go-ogle Sheets, ready to utilize the taking after an equation to compute P(Y > k) for distinctive values of k:

=1-POISSON(k,μ/26,TRUE)

where POISSON is the Poisson total conveyance work, with the moment contention being the cruel and the third contention being Genuine to indicate an aggregate conveyance.

Beginning with k = 26 (i.e., one save per week), able to increment k until we discover the littlest esteem that fulfills P(Y > k) ≤ 0.1. In this case, we discover that k = 35 saves are required to preserve a 90% or more likelihood of framework victory. 

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The mean of the sampling distribution for ž is 5.03926 and the standard deviation of the sampling distribution for is 8.7875. z-score corresponds to the mean score ž of 559 is 11.69. Probability that the mean score ã of these students is 559 or higher is less than 0.01%.

Given data, Mean of scores of students on SAT test = u = 500,

Standard deviation = o = 27.6

(a) Probability that a single student randomly chosen from all those taking the test scores 559 or higher = P(X >= 559)

Standardizing X,

P(X >= 559) = P(Z >= (559-500) / 27.6) = P(Z >= 2.14)

Using normal distribution table, P(Z >= 2.14) = 0.016

To find P(X <= 559)

P(X <= 559) = P(Z <= 2.14) = 1 - P(Z >= 2.14) = 1 - 0.016 = 0.984

Probability that a single student randomly chosen from all those taking the test scores 559 or lower is 0.984.

(b) Sample size (n) = 30

Mean of sample means (μ) = Mean of the population (u) = 500

Standard deviation of sample means (σ) = standard deviation of population (o) / sqrt(n) = 27.6 / sqrt(30) = 5.03926

Mean of the sampling distribution for ż is 5.03926 and the standard deviation of the sampling distribution for is 8.7875

(c) z-score corresponds to the mean score ž of 559 is calculated as follows, z = (x - μ) / σ

z = (559 - 500) / 5.03926 = 11.69

(d) Probability that the mean score of these students is 559 or higher = P(ã >= 559)

z-score for ã = (559 - μ) / σ

z = (559 - 500) / (27.6 / sqrt(30)) = 5.95

P(ã >= 559) = P(z >= 5.95)

This probability is less than 0.0001 (less than 0.01%)

Therefore, the probability that the mean score of these students is 559 or higher is less than 0.01%. Hence, the solution to the given problem is as follows; Probability that a single student randomly chosen from all those taking the test scores 559 or higher is 0.984.

The mean of the sampling distribution for ž is 5.03926 and the standard deviation of the sampling distribution for is 8.7875. z-score corresponds to the mean score ž of 559 is 11.69. Probability that the mean score ã of these students is 559 or higher is less than 0.01%.

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Therefore, √128 lies between 11 and 12 on a number line.

To determine the two numbers between which √128 lies on a number line, we can calculate the square roots of consecutive perfect squares that surround 128.

By calculating the square roots, we can find the two nearest whole numbers that √128 lies between.

Calculating the square roots of perfect squares near 128:

√121 = 11

√144 = 12

Since 128 is greater than 121 and less than 144, √128 lies between √121 and √144 on the number line.

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Answer:

this is just a system of equations

x+y=4

2x+3y=12

x=-y+4

plug in

2(-y+4)+3y=12

-2y+8+3y=12

y+8=12

y=4

plug in

x+4=4

x=0

(0,4)

Hope This Helps!!!

Answer:

(0,4)

Step-by-step explanation:

find x by subtracting y from both sides

The value of m∠TUS using exterior angle theorem to solve the triangle  is 97° and the correct option is D) 97°

The exterior angle theorem states that the measure of an exterior angle is equal to the sum of the measures of the two remote interior angles of the triangle.

To find the value of m∠TUS, we first use exterior angle theorem to find the value of x

Given:

From the diagram,

Substitute the value of x into equation 1

Hence, the correct option is D) 97°

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Answer:

Step-by-step explanation:

7+6-8x5=

7+6-40=

13-40=

-37

if the x is multiplying