Answers
The ratio x:y:z is 10:5:3
Ali got 20,000
===================================================
Explanation:
Let
x = amount Ali goty = amount Ben gotz = amount Chris gotThose amounts add to 36,000
x+y+z = 36,000
We're told that x = 2y, so let's replace x with 2y in the equation above to get these steps
x+y+z = 36,000
2y+y+z = 36,000
3y+z = 36,000
We're also told that 3y = 5z, so we can replace that previously mentioned 3y with 5z to end up with one variable, in which we can solve for like shown below.
3y+z = 36,000
5z+z = 36,000
6z = 36,000
z = (36,000)/6
z = 6,000
This tells us that Chris got 6,000
Use this to find y
3y = 5z
3y = 5*6,000
3y = 30,000
y = (30,000)/3
y = 10,000
Ben received 10,000
Lastly, determine x.
x = 2y
x = 2*10,000
x = 20,000 which is the amount Ali got.
The ratio x:y:z turns into 20,000:10,000:6,000 which fully simplifies to 10:5:3 after dividing all three parts by the GCF 2000. It might be tempting to try to reduce the 10:5 portion into 2:1, but we cannot divide by 5 since it's not a factor of that 3 at the end.
-------------------------
Check:
Ali + Ben + Chris = 20,000 + 10,000 + 6,000 = 36,000
which helps confirm the answer.
ECON!! URGENT!!
Please answer the question in the image!!
we conclude that the linear equation in the graph is:
y = -2*x + 30
How to find the equation in the graph?
We can define the variables:
y = number of oranges.x = number of apples.On the graph we can see two points:
(0, 30) and (15, 0).
Remember that a linear equation is of the form:
y = a*x + b
For the first point, we have:
30 = a*0 + b
30 = b
Then the line is:
y = a*x + 30
Now we can use the point (15, 0) to write:
0 = a*15 + 30
-30 = a*15
-30/15 = a = -2
Then we conclude that the linear equation in the graph is:
y = -2*x + 30
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PLLLLEASE ASAP GUYS PLEASEE OMG
Answer:
27/30
Step-by-step explanation:
9/10 x3 to both sides = 27/30
Answer:
[tex]\dfrac{27}{30}[/tex]
Explanation:
In a normal fraction such as [tex]\frac{a}{b}[/tex], a is the numerator and b is the denominator.
Here the given fraction is [tex]\frac{9}{10}[/tex], to rewrite the fraction with a denominator of 30. Multiply both the numerator and denominator by 3.
[tex]\rightarrow \dfrac{9}{10}[/tex]
[tex]\rightarrow \dfrac{9\:\times\:3}{10 \:\times \: 3}[/tex]
[tex]\rightarrow \dfrac{27}{30}[/tex]
Both the fractions are equivalent to each other.
Let f(x) = 8x3 + 18x2 − 10 and g(x) = 4x + 1. Find f of x over g of x.
The value of function f(x) over g(x) is [tex]2x^{2} +4x-1-\frac{9}{4x+1}[/tex]
Given functions are:
f(x)=8[tex]x^{3}[/tex]+18[tex]x^{2}[/tex]-10
g(x)=4x+1
In mathematics, a function is an expression, rule, or law that establishes the relationship between an independent variable and a dependent variable (the dependent variable). Functions exist everywhere, and they are crucial for constructing physical links in the sciences.
In mathematics, a function is represented as a rule that produces a distinct result for each input x. A function is indicated by a mapping or transformation. The collection of all the values that the function may input while it is defined is known as the domain. The entire set of values that the function's output can produce is referred to as the range. The set of values that could be a function's outputs is known as the co-domain.
[tex]\frac{f(x)}{g(x)}=\frac{8x^{3}+18x^{2} -10 }{4x+1}[/tex]
= [tex]2x^{2} +4x-1-\frac{9}{4x+1}[/tex]
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Create a visual plot of the data in the table by constructing a bar graph.
3. What is the average view of the dress code? How did you come to this
conclusion?
4. The dress code will be changed if more than 60% of the school feels like a
change is needed. If 40% of this majority agrees on the same change, that will
be what is done with the dress code. Will the dress code change? Do we know
which option will occur? Be sure to explain your reasoning.
The average view of the dress code is that this dress is not good
Explain how Rashad could collect data to ensure that it is a random sample of the population.For Rashad's sample to be a random sample gotten from the population, the following must be considered.
First, he must have a defined population. In this case, his population is all the students in his high school (non students are not to be considered)Next, he must have a defined sample size (say 10% or 20% of the total number of students in the school)Next, he must select students at random (a perfect example of this is one of every five or ten students that enters the school gate.Lastly, he must collect data for his sampleCreate a visual plot of the data in the table by constructing a bar graph.To do this, we simply create a bar graph.
The response would go into the x-axis, while the number of people would go into the y-axis
See attachment for bar graph
What is the average view of the dress code? How did you come to this conclusion?The average view of the dress code is that this dress is not good
It is considered the average view of the dress code because it is the opinion with the most frequency
Will the dress change?The number of students that do not like the dress as:
210 + 206 + 770 = 1186
Their percentage is
Percentage = 1186/(210 + 206 + 770 + 358)
Percentage = 77%
This means that
Yes, the dress will change
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Graph and label each cell phone plan as accurately as possible. You need a ruler or straight edge
See attachment for the graph of cell phone plan 1: y= 7.5x and cell phone plan 2: y= 5.5x + 10.1
What are linear equations?Linear equations are equations that have constant average rates of change, slope or gradient
How to graph and label each cell phone plan?The cell phone plans are given as:
Cell phone plan 1: y= 7.5x
Cell phone plan 2: y= 5.5x + 10.1
To plot the graph of both plans, we make use of the following domain for both cell phone plans
Domain: x >= 0
Next, we set x = 0, 1, 2, 3, 4 and 5 for both plans
So, we have:
Cell phone plan 1
y= 7.5x
When x = 0, y = 7.5 * 0 = 0
When x = 1, y = 7.5 * 1 = 7.5
When x = 2, y = 7.5 * 2 = 15
When x = 3, y = 7.5 * 3 = 22.5
When x = 4, y = 7.5 * 4 = 30
When x = 5, y = 7.5 * 5 = 37.5
Cell phone plan 2
y= 5.5x + 10.1
When x = 0, y = 5.5*0 + 10.1 = 10.1
When x = 1, y = 5.5 * 1 + 10.1 = 15.6
When x = 2, y = 5.5 * 2 + 10.1 = 21.1
When x = 3, y = 5.5 * 3 + 10.1 = 26.6
When x = 4, y = 5.5 * 4 + 10.1 = 32.1
When x = 5, y = 5.5 * 5 + 10.1= 37.6
Next, we plot both graphs on the domain x >= 0
See attachment for the graph of cell phone plan 1: y= 7.5x and cell phone plan 2: y= 5.5x + 10.1
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help with math pls !!!! lots of point
A kite has vertices at (2, 4), (5, 4), (5, 1), and (0, –1).
What is the approximate perimeter of the kite? Round to the nearest tenth.
11.3 units
13.6 units
16.8 units
20.0 units
Answer:
16.8
Step-by-step explanation:
here is that kite on a graph. you can see there are 2 sides of length 5, and 2 sides of length 3, so closest perimeter is 16.8
help with Trigonometric identities
Answer:
Option 2
Step-by-step explanation:
Since theta is in the third quadrant, the sine of theta is negative.
By the Pythagorean identity,
[tex]\sin \theta=-\frac{\sqrt{105}}{13}[/tex]
So, using the double angle formula for sine, we get that
[tex]\sin 2\theta=\frac{16\sqrt{105}}{169}[/tex]
After a rotation of 90° about the origin, the coordinates of the vertices of the image of a triangle are A'(5, 3), B'(–2, 1), and C'(1, 7). What are the coordinates of the vertices of the pre-image?
A -
B -
C -
The coordinates of the vertices of the preimages are A ( 3, 5) , B ( 1, 2) and C ( 7, -1)
How to determine the coordinatesIt is important to note the following about the 90 degrees rotation about the origin
A( x ,y ) becomes A' ( -y, x ) switch x and y and make y negativeNote that
A ( x, y) is the coordinates of the preimage
A' ( -y , x) is the coordinates after the said rotation about the origin
Converting the transformed coordinates to the preimage coordinates
For vertex A
A' ( 5, 3)
Compare with A' ( -y, x)
x = 3
y = -5
Substitute the values
A ( 3, 5 )
For vertex B
B' ( -2, 1)
Compare with B' ( -y, x)
x = 1
y = 2
Substitute the values
B ( 1, 2)
For vertex C
C' ( 1, 7)
Compare with C' ( -y, x)
x = 7
y = -1
Substitute the values
C ( 7, -1)
Thus, the coordinates of the vertices of the preimages are A ( 3, 5) , B ( 1, 2) and C ( 7, -1)
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Simplify this expression
Answer:
[tex]4^{6}[/tex]
Step-by-step explanation:
When you are dividing exponents, you subtract them.
[tex]4^{9-3}[/tex] which gives you [tex]4^{6}[/tex]
You can check your work by writing it all out
[tex]\frac{4*4*4*4*4*4*4*4*4}{4*4*4}[/tex]
The 3 4s in the denominator will cancel out 3 4s in the numerator.
You are left with only 6 4s in the numerator, which is [tex]4^{6}[/tex]
y= 8x +10 is this nonlinear or linear
Answer:
linear
Step-by-step explanation:
This is a line with slope m = 8 and y-axis intercept of 10
Answer:
linear
Step-by-step explanation:
y = 8x + 10
is an equation in the form y = mx + b.
The form y = mx + b is called the slope-intersect form of the equation of a line.
Since it is the equation of a line, it is linear.
What's the volume of a pipe that's 4 feet in diameter and 24 feet long? (Use π = 3.1416.)
Answer:
301.5936 cubic ft
Step-by-step explanation:
Formula for the volume of a cylinder is V = pi*r*r*h, where r represents the radius and h represents the height of the cylinder. Since radius is half the length of diameter, the pipe has a radius of 4/2 = 2 ft.
V = pi*r*r*h = 3.1416*2*2*24 = 301.5936 cubic ft
What is [tex]\frac{14-7x}{7}[/tex]
Answer:
2-xStep-by-step explanation:
(14 - 7x)/7 =
[7(2-x)]/7 =
2-x
Which of the following is equivalent to 1/log3(m)
Answer: A
Step-by-step explanation:
We can rewrite the expression as
[tex]\frac{\log_{3} 3}{\log_{3} m}[/tex]
Using the change of base formula, we get [tex]\log_{m} 3\[/tex]
Can someone help me with this?
Answer:
(5, 1)
Step-by-step explanation:
The vertex is the turning point on the graph. Its coordinates are read from the axes labels.
VertexThe term vertex is used in several different contexts. A vertex of a polygon is a point where edges meet. A vertex of a curve is an extreme value of the curve.
When applied to an ellipse, the vertices are the ends of the major axis. The ends of the minor axis are the co-vertices.
ParabolaThe vertex of a parabola is the extreme value of the parabola. When it opens downward, as here, the vertex is the point where the curve is at its maximum.
As with any point on any graph, the coordinates of the vertex are read from the labels of the axes. The horizontal coordinate is customarily listed first.
The vertex is (x, y) = (5, 1).
use an integer to represent 15 feet and below sea level
Answer:
-15 would be the answer because if it's below sea level it would have a negative sign in front of 15
Step-by-step explanation:
PLEASE HELP I WILL GIVE 40 POINTS IF THE ANSWER IS RIGHT, AND BRAINLEST PLEASE HELP ASAP
Answer:
5/52 i think
Step-by-step explanation:
there are 52 cards in desk ,with26red and black cards.There 2red and 2 blackthree and. 1 six of hearts .
.
.
.
..
.
.
.
PLEASE i need help so badly asap
Answer:
13
Step-by-step explanation:
We can multiply both the whole equation by [tex]c^2-7c-18[/tex]. This is the LCM of all of the denominators. Notice that when [tex]c^2-7c-18[/tex] is factored, we obtain [tex](c - 9)(c+2)[/tex].
Step 1: Multiply Left Side by [tex]c^2-7c-18[/tex][tex]\frac{5}{c-9}\times(c^2-7c-18)=\frac{5}{c-9}\times(c-9)(c+2)=5(c+2)=5(c)+5(2)=5c+10[/tex]
Step 2: Multiply Right Side by [tex]c^2-7c-18[/tex]An easier approach is to multiply each individual fraction like so:
[tex]\frac{5c-2}{c^2-7c-18}\times(c^2-7c-18)=5c-2[/tex]
[tex]\frac{3}{c+2}\times(c^2-7c-18)=\frac{3}{c+2}\times(c-9)(c+2)=3(c-9)=3c-27[/tex]
Then, we add them:
[tex]5c-2+(3c-27)=5c-2+3c-27=8c-29[/tex]
Therefore the whole equation is now:
[tex]5c+10=8c-29[/tex]
Step 3: Solve for "c"Subtract 5c from both sides:
[tex]10=3c-29[/tex]
Add 29 to both sides:
[tex]39=3c[/tex]
Divide both sides by 3
[tex]c=13[/tex]
Step 4: Plug 13 in for "c" to check our work[tex]\frac{5}{13-9}=\frac{5(13)-2}{169-91-14}+\frac{3}{13+2}\\\\\frac{5}{4}=\frac{63}{60}+\frac{3}{15}\\\\\frac{5}{4}=\frac{21}{20}+\frac{1}{5}\\\\\frac{5}{4}=\frac{21}{20}+\frac{1}{5}\\\\\frac{5}{4}=\frac{21}{20}+\frac{4}{20}\\\\\frac{5}{4}=\frac{25}{20}\\\\\frac{5}{4}=\frac{5}{4}\Rightarrow Correct![/tex]
Therefore,
c = 13
Put the following equation in standard form and determine the quadratic, linear, and constant coefficients. -3x2 - 8 = 5x - 7
Answer:
-3x² -5x -1 = 0-3 (quadratic)-5 (linear)-1 (constant)Step-by-step explanation:
The equation will be in standard form when terms are listed in order of decreasing degree, and the right side of the equation is 0.
Standard formWe can subtract the right-side expression from both sides to get standard form.
-3x² -8 -(5x -7) = 5x -7 -(5x -7)
-3x² -8 -5x +7 = 0 . . . . . . . simplify a bit
-3x² -5x -1 = 0 . . . . . . . . . collect terms
The standard form equation can be written ...
-3x² -5x -1 = 0
CoefficientsThe quadratic coefficient is the coefficient of the term with degree 2. The quadratic coefficient is -3.
The linear coefficient is the coefficient of the term with degree 1. The linear coefficient is -5.
The constant coefficient is the coefficient of the term with no variables. The constant is -1.
__
Additional comment
We can make the leading coefficient positive by multiplying the equation by -1. This gives ...
3x² +5x +1 = 0
with quadratic, linear, and constant coefficients 3, 5, 1.
This is a legitimate answer to this question. In the case of linear equations, the "standard form" has the constant on the right side of the equal sign, and the leading coefficient is required to be positive. A negative leading coefficient can sometimes lead to errors (when the sign is overlooked), so having a positive leading coefficient is often preferred.
The function f(x) = –1∕3x2 is shifted down one unit. Which of the following function equations represents this translation? Question 6 options:
A) f(x) = –1∕3(x – 1)2
B) f(x) = –1∕3x2 + 1
C) f(x) = –1∕3x2 – 1
D) f(x) = –1∕3(x + 1)2
[tex]f(x) = y \: \: \ \: \: \: \: \: \: \: \: \: {normal \: function} \\ f(x) = y - 1 \: \: \: \: \: \: \: func\: shifted \: down[/tex]
[tex]f(x) = \frac{ - 1}{3} x {}^{2} \\ f(x) = \frac{ - 1}{3} x {}^{2} - 1[/tex]
Answer: CAnswer: F(x)= -1/3x2-1
Step-by-step explanation:
You have $25 and want to buy some ice
cream sandwiches that cost $1.25 each.
How many can you buy?
These values have an average of 6. What is the average distance of those values from that average of 6?
The average of the values from that average of 6 is 0
How to determine the averageWe have the numbers to be
0 2 4 10 14 and have an average of 6
To find their distances, we should substract each from the given average
We have;
6 - 0 =6
6 -2 = 4
6 -4 = 2
6 - 10 = -4
6 - 14 = -8
The average of this distances is
= pro
= [tex]\frac{0}{6}[/tex]
= 0
Thus, the average of the values from that average of 6 is 0
The complete question is
These values have an average of 6. What is the average distance of those values from that average of 6?
0 2 4 10 14
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For a sample of n = 36 that has a sample variance of 1,296, what is the estimated standard error for the sample? 6 37 36 6. 9
The estimated standard error for the sample is 6
Given,
Sample size, n = 36
Sample variance, [tex]s^{2}[/tex] = 1296
Standard deviation, s = √1296
= 36
Standard error, SE = [tex]\frac{s}{\sqrt{n} }[/tex]
= [tex]\frac{36}{\sqrt{36} }[/tex]
= [tex]\frac{36}{6}[/tex]
= 6
Concept
Sample size is the number of participants or observations included in a study. It is denoted by ‘n’Sample variance is a measure of the degree to which the numbers in a list are spread out. It is denoted by '[tex]s^{2}[/tex]'Standard deviation is a measure of how dispersed the data is in relation to the mean. It is denoted by ‘s’Learn more about standard deviation here:https://brainly.com/question/13905583
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can someone help me with this?
Answer:
Step-by-step explanation:
Beatrice's conclusion is wrong
All of these points are not on the same line, because are different parallel lines
The slope between (-2,-1) and (1,0) is equal to 1/2
Answer:
Beatrice is incorrect. All of these points are not on the same line because the slope between (-2,-1) and (1,0) which are coordinates fr each of the pairs above, are equal to 1/2
Step-by-step explanation:
Let m1 be first slope
[tex]m1 \: = \frac{y2 - y1}{x2 - x1}= \frac{0 - ( - 2)}{4 - ( - 2)}= \frac{0 + 2}{4 + 2} \\ = \frac{2}{4} = \frac{1}{2} [/tex]
Let m2 be second slope
m2 = (y2 - y1)/ (x2 - x1)
= (2-(-1)) / (4-(-2)
= (2+1) / (4+2)
= 3/6 =1/2
Thus, the slopes are different parallel lines because m1 =m2
Which equation represents the relationship shown in the
graph?
Which numbers below are part of the domain for this graph? Select all that apply.
The numbers which are a part of the domain for the graph are: 6, 1 and 2.
Which numbers are part of the domain?The domain of a graph is a set of all possible input, x-values. Consequently, since the domain of the graph given ranges over intergers, 1 to 10, it follows that numbers which are part of the domain are; 6, 2, and 1.
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3 precent of X is 10
[tex]\huge\text{Hey there!}[/tex]
[tex]\large\text{Keep in mind that \boxed{of} means multiplication in mathematics and}\\\large\text{percentages run out of 100.}[/tex]
[tex]\mathsf{3\%\ of\ x = 10}[/tex]
[tex]\mathsf{\dfrac{3}{100}\ of\ x = 10}[/tex]
[tex]\mathsf{\dfrac{3}{100}\times x = 10}[/tex]
[tex]\mathsf{\dfrac{3}{100}x = 10}[/tex]
[tex]\textsf{Find the reciprocal of }\mathsf{\dfrac{3}{100}}\textsf{ and multiply that particular number on both sides.}[/tex]
[tex]\mathsf{\dfrac{3}{100}= \dfrac{100}{3}}[/tex]
[tex]\textsf{So, that means we have multiply by }\mathsf{\dfrac{100}{3}}\textsf{ to both of your sides.}[/tex]
[tex]\mathsf{\dfrac{100}{3}\times\dfrac{3}{100}x = 10\times \dfrac{100}{3}}[/tex]
[tex]\textsf{Cancel out: }\mathsf{\dfrac{100}{3}\times\dfrac{3}{100}}\textsf{ because it gives you 1}[/tex]
[tex]\textsf{Keep: }\mathsf{10\times\dfrac{100}{3}}\textsf{ because it gives you the value of x or simply understanding of}\\\textsf{the \boxed{\mathsf{x-value}}\ .}[/tex]
[tex]\mathsf{x = \dfrac{100}{3}\times10}[/tex]
[tex]\mathsf{x = \dfrac{100}{3}\times\dfrac{10}{1}}[/tex]
[tex]\mathsf{x = \dfrac{100\times10}{3\times1}}[/tex]
[tex]\mathsf{x = \dfrac{1,000}{3}}[/tex]
[tex]\mathsf{x\approx 333 \dfrac{1}{3}}[/tex]
[tex]\huge\textbf{Therefore, your answer should be:}[/tex]
[tex]\huge\boxed{\mathsf{x = }\frak{\dfrac{1,000}{3}}}\huge\checkmark[/tex]
[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]
~[tex]\frak{Amphitrite1040:)}[/tex]Don't answer this.
A, B, and C are equal in length; each one is 4.47 units long. ABC is an isosceles triangle since two of its sides are congruent.
The information given that A, B, and C are equal in length; each one is 4.47 units long illustrates that the angle is an equilateral triangle.
Secondly, when two of its sides are congruent, then the triangle is an isosceles triangle.
How to illustrate the information?It should be noted that an equilateral triangle simply means the triangle tht had equal shape and angles. Here, since A, B, and C are equal in length; each one is 4.47 units long illustrates that the angle is an equilateral triangle.
Secondly, when two of its sides are congruent, then the triangle is an isosceles triangle. On such triangle, two out of the three sides are equal.
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Farid spends of his monthly salary every month. If he spends RM280 for house rent that is 40% from his total 8 monthly expenditure, how much is his monthly salary?
Answer:
Step-by-step explanation:
RM 280 = 40% of 8 months
RM 700= 100% of 8 months
RM 700/8= 8 months
RM 87.5 = 1 month
Answer = 87.5
Farid's monthly salary is approximately RM 87.5. He spends 40% of his total 8-month expenditure on house rent, which amounts to RM 280 per month.
Let's assume Farid's monthly salary is RM x.
Given that he spends 40% of his total 8 monthly expenditure on house rent, and the amount he spends on house rent is RM 280, we can set up the following equation:
0.40 × 8x = 280
Now, let's solve for x:
0.40 × 8x = 280
3.2 × x = 280
x = 280 / 3.2
x ≈ 87.5
So, Farid's monthly salary is approximately RM 87.5.
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S is a geometric sequence.
a) (√x + 1), 1 and (√x-1) are the first three terms of S.
Find the value of x.
You must show all your working.
