What is the solution to the system of equations graphed below? y=-3/2x+2 y = 5x + 28 A. (4,8) B. (0.2) C. (-8,4) D. (-4.8) ​

Answer:

\(ax + by = c \\ ax = c - by \\ { \boxed{ \boxed{x = \frac{c - by}{a} }}}\)

The correct pairs of equivalent expressions are given below.

We have given that,

(5 + 2b)+(2b + 3/2)

(-14 + 3/2b)-(1 + 8/2b)

(-10 + b)+(7b -5)

(7/2b - 3)-(8 + 6b)

We have to determine the equivalent expression

An expression or mathematical expression is a finite combination of symbols that is well-formed according to rules that depend on the context.

(5 + 2b)+(2b + 3/2) <--> 4b + 13/2

(-10 + b)+(7b - 5) <---> 8b - 15

(-14 + 3/2b)-(1 + 8/2b) <----> -15 - 5/2b

(7/2b - 3)-(8 + 6b) <-----> -5/2b - 11

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Answer:

1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169, 196, 225, 256, 289

Step-by-step explanation:

The pattern will lead to the answer being all the perfect squares from 1 to 300.

Answer: It can not be simplified

Step-by-step explanation:

49 is divisible by 1 and 7

200 is not divisible by 7

The question is incomplete. The complete question is :

Cylinders A and B are similar. The length of the cylinder A is 4 mm and the length of cylinder B is 6 mm. The volume of cylinder A is 20mm3. Calculate the volume of cylinder B.

Answer:

67.5 \(mm^3\)

Step-by-step explanation:

Given that :

Cylinder A and cylinder B are similar.

Let volume of cylinder A = 20 \(mm^3\)

We know the volume of a cylinder is given by V = \($\pi r^2 h$\)

where, r is the radius of the cylinder

            h is the height of the cylinder

We have to find the scale factor.

The length scale factor is = \($\frac{6}{4}$\)

                                          \($=\frac{3}{2}$\)

Area scale factor \($=\left(\frac{3}{2}\right)^2$\)

                           \($=\frac{9}{4}$\)

∴ Volume scale factor \($=\left(\frac{3}{2}\right)^3$\)

                                     \($=\frac{27}{8}$\)

Therefore, the volume of cylinder B is \($=20 \times \frac{27}{8}$\)

                                                               = 67.5 \(mm^3\)

The inverse of a biconditional statement is not equivalent to the original statement. The inverse statement may have a different meaning or convey a different condition.

The inverse of a biconditional statement involves negating both the "if" and the "only if" parts of the statement. In this case, the inverse of the biconditional statement would be:Inverse of Statement 1: A figure is not a polygon if and only if not all of its sides are line segments.

Now, let's analyze the relationship between Statement 2 and its inverse.

Statement 2: A figure is not a polygon if and only if not all of its sides are line segments.

Inverse of Statement 2: A figure is not a polygon if and only if all of its sides are line segments.

The inverse of Statement 2 is not equivalent to Statement 1. In fact, the inverse of Statement 2 is a different statement altogether. It states that a figure is not a polygon if and only if all of its sides are line segments. This means that if all of the sides of a figure are line segments, then it is not considered a polygon.

In contrast, Statement 1 states that a figure is a polygon if and only if all of its sides are line segments. It affirms the condition for a figure to be considered a polygon, stating that if all of its sides are line segments, then it is indeed a polygon.

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a. The exponential function for the model can be written as P(t) = 321 * (1 + 0.08)^6.

b. In this exponential function, the variables represent:

P(t): the population after t years

P₀: the initial population (at t=0), in this case, 321

r: the annual growth rate (as a decimal), in this case, 0.08 or 8%

t: time elapsed (in years), in this case, 6 years

c. The population after 6 years is 510.

The exponential function for the model can be written as

P(t) = P₀ * (1 + r)^t

where:

P(t) = the population after t years

P₀ = the initial population (at t=0)

r = the annual growth rate (as a decimal)

t = time elapsed (in years)

Plugging in the values given in the problem, we get:

P(t) = 321 * (1 + 0.08)^6

c. To find the population after 6 years, we can use the exponential function we derived in part a:

P(6) = 321 * (1 + 0.08)^6

P(6) = 321 * 1.586874

P(6) = 509.91

Therefore, the population after 6 years is approximately 510.

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Answer:

50000

Step-by-step explanation:

bc it is

Answer:

50.1

Step-by-step explanation:

The mean value of the radius (r) at which you would find the electron, given the H atom wave function is 100(r), is 0.

The wave function of an electron in the hydrogen atom, denoted by Ψ, describes the probability distribution of finding the electron at different positions around the nucleus. In this case, the given wave function is 100(r), where r represents the radius.

To calculate the mean value of the radius, we need to evaluate the integral of r multiplied by the absolute square of the wave function, integrated over all possible values of r. However, the wave function 100(r) does not provide a valid description of the hydrogen atom's electron distribution. The wave function should be normalized, meaning that the integral of the absolute square of the wave function over all space should equal 1. In this case, the given wave function lacks normalization.

Since the wave function is not properly normalized, we cannot accurately calculate the mean value of the radius. Without normalization, the probability distribution described by the wave function does not provide meaningful information about the electron's position.

In summary, based on the given wave function, the mean value of the radius cannot be determined without proper normalization of the wave function. A properly normalized wave function is necessary to obtain accurate information about the electron's position.

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The sum of interiror angle is 900 degree.

The sum of interior angles of polygon is,

Here, n is number of sides.

Determine the number of side for sum of interior angle is 900.

So polygon has 7 sides.

Answer: 7 sides

Car Mart started with more cars. It started with 80 - 52 = 28 more cars than Winston's.

1. How many cars per day does Car Mart sell? To calculate the rate of decrease in the number of cars left, we can find the slope of the line connecting the points (0, 80) and (6, 20) on the graph. The slope is given by: Slope = (Change in y)/(Change in x) = (20 - 80)/(6 - 0) = -10 cars per day

Therefore, Car Mart sells 10 cars per day.2. How many cars per day does Winston's sell? We can use the information given to find the rate of decrease in the number of cars left at Winston's. Over a period of 2 days, the number of cars decreases from 32 to 12. Therefore, the rate of decrease is:

Rate of decrease = (32 - 12)/(3 - 5) = 10 cars per day

Therefore, Winston's sells 10 cars per day.3. Which dealership sells more cars per day? How many more? Car Mart sells 10 cars per day and Winston's sells 10 cars per day, so they sell the same number of cars per day.4. Which dealership started with more cars? How many more cars did that dealership start with?

To compare the number of cars each dealership started with, we can use the information given. After 3 days, Winston's has 32 cars left, which means it started with:

Number of cars Winston's started with = 32 + (10 x 2) = 52 carsAfter 0 days, Car Mart has 80 cars left, which means it started with: Number of cars Car Mart started with = 80 cars

Therefore, Car Mart started with more cars. It started with 80 - 52 = 28 more cars than Winston's.

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Answer:

       \(\frac{2}{7}\)

Step-by-step explanation:

3.5 = \(\frac{7}{2}\)

swap the numerator and denominator (flip the fraction):

reciprocal of \(\frac{7}{2}\) is \(\frac{2}{7}\)

Many children develop the ability to do simple arithmetic problems during their early childhood years, typically between the ages of 4 and 6. Correct option is a).

During this time, children start to understand basic mathematical concepts such as counting, addition, and subtraction. They may also begin to recognize and name numbers and use basic math vocabulary. However, it's important to note that every child develops at their own pace and some may show these skills earlier or later than others. It's also important for parents and caregivers to provide opportunities for children to practice and reinforce these skills through activities such as counting objects, playing number games, and solving simple math problems.

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Answer:

7:3 7/3 and 3 to 6

Step-by-step explanation:

Answer:

3 over 7 (FRACTION) 7.3(Decimal) and 7 times 3(Muliplication)

Step-by-step explanation:

The scale to which designations as to race and religion belong is nominal. Nominal scales are used to categorize or classify data into distinct groups or categories, without any inherent order or numerical value attached to them.

In the case of designations related to race and religion, individuals are assigned to specific categories based on their racial or religious affiliations, but these categories do not have any inherent order or numerical value associated with them. Designations as to race and religion belong to the nominal scale. Nominal scales are used for categorizing data without any inherent order or numerical value. In the case of race and religion, individuals are assigned to specific categories based on their affiliations, without any ranking or quantitative measurement attached.

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Answer:  The factors of 12 are 1, 2, 3, 4, 6, and 12. The factors of 88 are 1, 2, 4, 8, 11, 22, 44, and 88.

So, the common factors of both 12 and 88 are 1, 2, and 4.

Therefore, two numbers that are factors of both 12 and 88 are 2 and 4.

Step-by-step explanation:

Two numbers that are factors of both 12 and 88 are, 4 and 2.

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

To find two numbers that are factors of both 12 and 88.

Now, Some factors of 12 are,

⇒ 2, 3, 4, 6, ...

Some factors of 88 are,

⇒ 2, 4, 8, 11, ...

Hence, Two numbers that are factors of both 12 and 88 are, 4 and 2.

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Answer: 17u

Step-by-step explanation:

(9+9+6-7)u=17u

Answer:

17u

Step-by-step explanation:

9u+6u+9u =24u

24u-7u=17u

Answer:

\(63 \sqrt[ \: ]{5} \)

Step-by-step explanation:

\(9 \sqrt{245} \)

\(9 \sqrt{ {7}^{2} \times 5 } \)

\(9 \times 7 \sqrt{5} \)

\(63 \sqrt{5} \)

The illegal radio station from monitoring stations A and B is 33.49 miles and 27.03 miles respectively.      

As the graph triangle shows

∠CAB = 90° - 48° = 42°

∠CBA = 90° - 34° = 56°

So ∠ACB = 180° - ∠CAB - ∠CBA

               = 180° - 42° - 56°

               = 82°

AC/ sin ∠CBA = BC/ sin ∠CAB = AB/ sin ∠ACB

         AC = AB sin  ∠CBA / sin ∠ACB

              = 40 × sin 56°/ sin 82°

               = 33.49 miles

A mile is defined as the unit of length, which is exactly equal to 5280 feet, or 1760 yards, and standardized as exactly 1609.344 meters by the International agreement in 1959.

        BC = AB sin ∠CAB /sin ∠ACB

              = 40 × sin 42°/ sin 82°

              = 27.03 miles  

The illegal radio station from monitoring stations A and B is 33.49 miles and 27.03 miles respectively.

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Answer:

She has FOUR 20p coins altogether.

Step-by-step explanation:

1.40-0.10-0.50=0.8

0.8/0.2=4

Answer:

Let the numbers be x and y

x+y=100

x-y=95

taking x-y=95

x=95+y

x+y=100

95 + y +y = 100

2y=100-95

y=5/2

y=2.5

x=95+y

x=95+2.5

x= 97.5

Hope it helps...............

The two numbers are 97.5 and 2.5.

Subtraction is the process of taking out certain value from a given amount of number.

The process of subtraction can also be termed as finding difference.

Addition is one of the basic mathematical operations where two or more numbers is added to get a bigger number.

The process of doing addition is also called as finding the sum.

Let x and y be the two numbers.

The sum is 100 and the difference is 95.

x + y = 100 ⇒ x = 100 - y

x - y = 95

Substituting x = 100 - y in the second equation,

100 - y - y = 95

100 - 2y = 95

2y = 100 - 95

2y = 5

y = 5/2 = 2.5

x = 100 - y = 100 - 2.5 = 97.5

Hence the numbers are 97.5 and 2.5.

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Answer:

2/5x^9−2/25

Step-by-step explanation:

The number of jawbreakers that weigh more than 4 ounces follows a binomial distribution with parameters \(n = 700 and p = 0.46\).The mean of a binomial distribution is given by:μ = np Substituting\(n = 700 and p = 0.46\), we get\(:μ = 700 x 0.46 = 322\)

Therefore, we expect about 322 jawbreakers in the sample to weigh more than 4 ounces.(b) Standard deviation of those that weigh more than 4 ounces is 11.1.There are two ways to solve this problem. Both are shown below;Method 1: We can use the formula for the standard deviation of a binomial distribution:σ = sqrt(npq)where n is the sample size, p is the probability of success, and\(q = 1 - p\) is the probability of failure.

Substituting \(n = 700, p = 0.46, and q = 0.54, we get:σ = sqrt(700 x 0.46 x 0.54) ≈ 11.\)1Therefore, the standard deviation of the number of jawbreakers that weigh more than 4 ounces is about 11.1.Method 2:wing samples from a population.

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The expression for the total number of miles Aldo biked can be written as the sum of the miles he biked last year (represented by the variable "d") and the miles he biked this year (309 miles). Therefore, the expression for the total number of miles is given by d + 309.

To calculate the total number of miles Aldo biked, we need to consider the miles he biked last year and this year. Let's use the variable "T" to represent the total number of miles.

Since Aldo biked "d" miles last year and 309 miles this year, we can express the total number of miles as T = d + 309. By adding the value of "d," which represents the miles he biked last year, to 309, which represents the miles he biked this year, we obtain the expression T = d + 309.

This equation allows us to calculate the total number of miles Aldo biked by substituting the appropriate value for "d."

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Step-by-step explanation:

when y=1 then,

y=1+X

X=1-y .

I'm assuming the equations are o that you solve in your own:

x = y + 1 = 1+1 = 2

x = y -1 = 1-1 = 0

x = 1*y = 1*1 = 1

x = y*1 = 1*1 = 1

x = y/1 = 1/1 = 1

x = 1/y = 1/1 = 1

An equality relationship between two expressions written on both sides of the equal to sign.

There are many situations in which equations can be used. Whenever an unknown quantity has to be found, an equation can be formed and solved.

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Answer:

x=58

Step-by-step explanation:

Answer:

x=26 degree

Step-by-step explanation:

x+106+48 =180 degree (sum of interior angles of a triangle is 180 degree)

x+154=180

x=180-154

x=26 degree

therefore the value of x is 26 degree.

Answer: B

Step-by-step explanation:

The mapping T: R^n -> R^n defined as T([x₁, x₂, ..., x_n]) = k[x₁, x₂, ..., x_n] is a linear transformation. This means that it satisfies the properties of linearity, including preservation of vector addition and scalar

To show that T is a linear transformation, we need to demonstrate two properties: preservation of vector addition and preservation of scalar multiplication.

1. Preservation of vector addition:

Let u = [u₁, u₂, ..., u_n] and v = [v₁, v₂, ..., v_n] be vectors in R^n. We need to show that T(u + v) = T(u) + T(v).

T(u + v) = k[u₁ + v₁, u₂ + v₂, ..., u_n + v_n] (by the definition of T)

= k[u₁, u₂, ..., u_n] + k[v₁, v₂, ..., v_n] (by component-wise addition)

= T(u) + T(v)

2. Preservation of scalar multiplication:

Let c be a scalar and u = [u₁, u₂, ..., u_n] be a vector in R^n. We need to show that T(cu) = cT(u).

T(cu) = k[cu₁, cu₂, ..., cu_n] (by the definition of T)

= c[ku₁, ku₂, ..., ku_n] (by scalar multiplication of each component)

= cT(u)

Since T satisfies both properties, it is a linear transformation.

In conclusion, the mapping T: R^n -> R^n defined as T([x₁, x₂, ..., x_n]) = k[x₁, x₂, ..., x_n] is a linear transformation as it preserves vector addition and scalar multiplication.

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