what number solves the equation 1/3x = -20

Answer:

4 and -2

Step-by-step explanation:

4 + -2 = 2

4 x -2 = -8

Answer:

A Y=10

Step-by-step explanation:

Answer:

Option B is the right answer.

Step-by-step explanation:

See Attachment

The Linear Equation for the line with slope as -1/3 and the point (-9,-1) is y = (-1/3)x - 4   .

We use the point slope form of a linear equation to write the equation of a line with its slope and a point on the line.

The point-slope form is ⇒ y - y₁ = m(x - x₁)  ;

Where m is = slope of line, and (x₁, y₁) is a point on line.

The Slope (m) of line  is  = -1/3 and point on line (x₁, y₁) is = (-9, -1),

Now , we substitute  these values ;

we get ;

⇒ y - (-1) = (-1/3)(x - (-9)) ;

⇒ y + 1 = (-1/3)(x + 9)  ;

Simplifying further ,

we get ;

⇒ y + 1 = (-1/3)x - 9/3  ;

Subtracting 1 from both sides, we get:

⇒ y = (-1/3)x - 4

Therefore, the equation of the line is y = (-1/3)x - 4  .

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ABCD is a rectangle, and P, Q, R, and S are mid points of the sides AB, BC, CD, and DA, respectively. show that the quadrilateral PQRS is a rhombus

John has average 2 books and Peter has 4 books. Together, they have 6 books.

John has 2 books

Peter has twice books more than John = 2 * 2 = 4 books

Total books they have together = 2 + 4 = 6 books

John has 2 books, so Peter has twice books more than John. This means that Peter has 2 * 2 = 4 books. Together, John and Peter have 2 + 4 = 6 books. John’s books are the starting point of the problem, so it is important to keep track of John’s books. Since Peter has twice books more than John, we can calculate the number of books that Peter has by multiplying the number of books that John has by two. Once we have calculated the number of books that Peter has, we can add the number of books that John has to the number of books that Peter has and get the total number of books that they have together. In this example, the total number of books that John and Peter have together is 6. This can be arrived at by adding the number of books that John has (2) to the number of books that Peter has (4).

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If one her 4 numbers come up, she wins $40 (and gets to keep her bet!). Alyssa can expect to lose 47 cents per bet over the long run.

The expected value of a game is the average amount that a player can expect to win or lose per bet, taking into account both the probabilities and the payouts of each possible outcome. To find the expected value, we multiply the probability of each outcome by the amount won or lost for that outcome, and then sum up these products.

In this case, Alyssa bets $5 on a block of 4 numbers, which gives her a probability of winning of 4/38, or approximately 0.1053. If one of her 4 numbers comes up, she wins $40, for a net gain of $35 (since she gets to keep her $5 bet as well). If none of her 4 numbers comes up, she loses her $5 bet.

Therefore, the expected value for each bet is:

(0.1053 × $35) + (0.8947 × -$5) = -$0.47

So if she plays many times, she can expect to lose money overall. It's important to keep in mind that expected value is not a guarantee of what will happen on any particular bet, but rather a long-term average based on probabilities.

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Answer: $135

Step-by-step explanation:

We have the ratio 1 : 3.

Kim gets $90 more than Jake.

So 1 : 3 can also be written as x : x+90

If x * 3 equals x+90, we can create the equation 3x=x+90. Solving this results in x being equal to 45

Kim gets $135 (x+90=45+90=135)

The actual amount of sale for each bake is $214. As Miguel said it is $215 which is very close to the actual amount, it is reasonable.

To determine if Miguel's estimate of $215 per bake sale is reasonable, we can start by calculating the average amount of money the scout troop made per bake sale. We do this by dividing the total amount they earned by the number of sales they had, as follows:

Total amount earned = $1,498

Number of bake sales = 7

Average amount earned per bake sale = Total amount earned ÷ Number of bake sales

= $1,498 ÷ 7

= $214

This calculation shows that the average amount the scout troop made per bake sale was $214. This means that if they had charged a consistent price for all of their baked goods at each sale, they would have made an average of $214 per sale.

Now, we can compare this average to Miguel's estimate of $215 per bake sale. Since his estimate is very close to the actual average, we can conclude that it is reasonable.

It is possible that the scout troop charged slightly different prices for their baked goods at each sale, which could explain the small discrepancy between the actual average and Miguel's estimate. However, given that the difference between the two values is only $1, it is likely that Miguel's estimate is a good approximation of the actual amount.

Moreover, it is reasonable to assume that the scout troop earned the same amount at each bake sale, especially if they had a set price for their baked goods.

If they had charged different prices at each sale, it would have been more difficult to estimate the average amount they earned per sale, and it would have been less likely that Miguel's estimate of $215 per bake sale would have been close to the actual average.

Therefore, based on the calculation and the context of the problem, we can conclude that Miguel's estimate of $215 per bake sale is reasonable.

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Answer:

Step-by-step explanation:

You want to know the meaning of D(2.60) = 159 if D(p) tells you the number of toys demanded at price p in hundreds.

Compare D(p) to D(2.60) and you see that p=2.60. The problem statement tells you p is the price. This means ...

The problem statement tells you that D(p) is the number of toys in hundreds. When D(p) is 159, the demand is 159 hundred toys.

<95141404393>

Answer:

NO

Step-by-step explanation:

no she cannot. you do not need to do any math for this, none of these measurements are equal to or greater than 6 feet, and i dont think lily's gonna snap her fishing pole in half 6>4, 4=the longest thing about this box, aka the length

Answer: No, she can not store the fishing pole in the box.

No, Lily can not store the fishing pole into the box. The pole is 6 feet long, while the box is 4 feet long. Even if you tried to insert the pole into the box vertically it would not fit. Therefore, no Lily cannot fit the box.

I hope this helped & Good Luck <3 !!!

Answer:

Hello if you are solving for x the for the equation -4x+4y=-4

your answer is x=y+1

Step-by-step explanation:

4y -4x= -4

subtract 4y from both sides

-4x = -4y- 4

divide both sides by -4

x= y+1

I HOPE THIS HELPS!

The scale of the blueprint is 1 in : 4 ft.

A map scale is the relationship between a distance on a map and the corresponding distance on the earth.

Given that, on a blueprint of a house, the kitchen is 5 inches long, the actual kitchen is 20 feet long, we are asked to find the scale of the blueprint.

Since, the kitchen in the map is 5 in long whereas n earth it is 20 ft long.

Therefore, the ratio =

5 in / 20 ft = 1 in / 4 ft

Hence, the scale of the blueprint is 1 in : 4 ft.

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If the measure of <2 is 5 less than 4 times the measure of <1. The measure of angle <1 is 37 degrees, and the measure of angle <2 is   143 degrees. The measure of angle <3 is 55 degrees.

Let's call the measure of angle <1 "x".

From the problem, we know that:

4 times the measure of angle <1 is equal to the measure of angle <2 plus 5:

4x = measure of angle <2 + 5

So the measure of angle <2 is 4x - 5.

Next, we know that the measures of all angles in a triangle must add up to 180 degrees.

Therefore, we have:

x + (4x - 5) + measure of angle <3 = 180

Expanding and simplifying:

5x - 5 + measure of angle <3 = 180

5x + measure of angle <3 = 185

5x = 185

Finally, solving for x:

x = 37

So the measure of angle <1 is 37 degrees, and the measure of angle <2 is 4 * 37 - 5 = 143 degrees. The measure of angle <3 is 185 - 5x = 185 - 5 * 37 = 55 degrees.

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The total number of strings that satisfy the given conditions is 24.

Let us count the number of strings where the two ones that are next to each other are in the first two positions, and the third one is in the fifth position. There are two choices for the value of the fourth digit (0 or 1), and two choices for the value of the last digit (0 or 1). Therefore, there are 2 \cdot 2 = 4 strings with this property: 110010, 110100, 111010, and 111100.

We can obtain the same number of strings by considering the case where the two ones that are next to each other are in the last two positions, and the third one is in the fifth position.

Now, let us count the number of strings where the two ones that are next to each other are in the first two positions, and the third one is in the sixth position. There are two choices for the value of the third digit (0 or 1), and two choices for the value of each of the other digits (digits 4 and 5 must be different from each other and from digit 3). Therefore, there are 2 \cdot 2 \cdot 2 = 8 strings with this property: 1100010, 1101010, 1110010, 1111010, 1000110, 1001110, 1010110, and 1011110.

Again, we can obtain the same number of strings by considering the case where the two ones that are next to each other are in the last two positions, and the third one is in the sixth position.

Thus, the total number of strings that satisfy the given conditions is 4+4+8+8=24.

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The solution set of the system of equations is {(2,2), (4,-2)}

What is the solution to an equation?

In order to make the equation's equality true, the unknown variables must be given values as a solution. In other words, the definition of a solution is a value or set of values (one for each unknown) that, when used as a replacement for the unknowns, transforms the equation into equality.

4x+2y =12------>(1)

Take some random values for x. Find the corresponding y  values

Example: when x=0

(1) => 4(0)+2y = 12

  =>  0+2y = 12

  =>      2y =12

 =>     y= 12/2 = 6

The point obtained is (x,y) = (0,6)

This way, we get a line when we graph the equation 4x+2y =12.

Similarly, when we graph the equation  y= -x² + 4x -2 , we get a parabola

Graph is attached:

In the graph, both graphs intersect at the points (2,2) and (4,-2)

Thus, the solution set of the system of equations is {(2,2), (4,-2)}

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Answer: a and b

Step-by-step explanation: lol it obvious

Answer: Quadrilateral, Parallelogram

Step-by-step explanation:

A Quadrilateral is any closed 4 sided figure

A Parallelogram is a quadrilateral with two sets of parallel and opposite sides.

         a = amount given to the 1st share, ratio of 5.

a + 122 = amount given to the 2nd share, ratio of 7.

        T = total amount

so the total amount is really "T", and we'll be splitting that into a 7 : 5 ratio, that is, we'll be dividing "T" by (7 + 5) and distribute accordingly.

[tex]\stackrel{\textit{total split by 7 + 5}}{\cfrac{T}{7+5}\implies \cfrac{T}{12}} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\stackrel{\textit{we know the 1st share is}}{a= 5\cdot \cfrac{T}{12}}\implies a=\cfrac{5T}{12} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{we know the 2nd share is}}{a+122= 7\cdot \cfrac{T}{12}}\implies a+122=\cfrac{7T}{12}\implies \stackrel{\textit{substituting from above}}{\left( \cfrac{5T}{12} \right)+122=\cfrac{7T}{12}} \\\\\\ 122=\cfrac{7T}{12}-\cfrac{5T}{12}\implies 122=\cfrac{2T}{12}\implies 122=\cfrac{T}{6}\implies \boxed{732=T}[/tex]

The dot product a . b is -22

The dot product, also known as scalar product or inner product, is a binary operation that takes two vectors and returns a scalar (single-valued) quantity. The dot product of two vectors is equal to the product of the magnitude (length) of the vectors and the cosine of the angle between them.

Given two vectors, A and B, the dot product is defined as:

A ∙ B = |A| * |B| * cos(θ)

where |A| and |B| are the magnitudes of vectors A and B, and θ is the angle between them.

a = <3, -2>

b = <-2, 8>

a . b = (3 * -2) + (-2 * 8)

a . b = -6 + - 16

a . b = -22

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The vertex of the function g(x) is (1,-5).

Functions are the fundamental part of the calculus in mathematics. The functions are the special types of relations. A function in math is visualized as a rule, which gives a unique output for every input x.

The given functions are f(x)=-3(x-1)²+2 and g(x)=-3(x-1)²-5.

Graph the parabola using the direction, vertex, focus, and axis of symmetry.

Direction: Opens Down

Vertex:

(1,-5)

Focus:

(1,-61/12)

Axis of Symmetry:

x=1

Directrix:

y= -59/12

Therefore, the vertex of g(x) is (1,-5).

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The solution to the given differential equation is y = e⁽ˣ³⁾⁽²⁸ˣ ⁺ ᶜ⁾, where C is a constant.

To solve the first-order linear differential equation of the form y' + p(x)y = q(x), where p(x) and q(x) are functions of x:

Find the integrating factor (IF) = e⁽∫ᵖ⁽ˣ⁾ᵈˣ⁾

Multiply both sides of the equation by the IF.

Apply the product rule to the left side and simplify the right side.

Integrate both sides with respect to x.

Solve for y.

Using this method, for the given equation:

y' - 3x²y = 28e⁽ˣ³⁾

Find the integrating factor (IF):

IF = e⁽∫ᵖ⁽ˣ⁾ᵈˣ⁾ = e⁽⁻³/¹ * ∫ˣ²ᵈˣ⁾ = e⁽⁻ˣ³⁾

Multiply both sides by the IF:

e⁽⁻ˣ³⁾y' - 3x²e⁽⁻ˣ³⁾y = 28

Apply the product rule to the left side and simplify the right side:

d/dx (e⁽⁻ˣ³⁾y) = 28

Integrate both sides with respect to x:

e⁽⁻ˣ³⁾)y = 28x + C, where C is the constant of integration.

Solve for y:

y = e⁽ˣ³⁾(28x + C)

Therefore, the solution to the given differential equation is y = e⁽ˣ³⁾(28x + C), where C is a constant.

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Complete question:

How to solve the first order linear differential equation

Y'- 3x²y=28eˣ³

The probability of 3 students arriving at a randomly selected office hour is 0.27(27%). This can be calculated by using the Poisson distribution equation which is P(x)=e^(-λ)*(λ^x/x!).

In the above equation, λ is equal to the average number of arrivals which is 3.3. Plugging these values into the equation gives us  P(3)= e^(-3.3)*(3.3^3/3!) = 0.27, this means that the probability of 3 students arriving in randomly selected office hours is 0.27.The Poisson distribution is used to calculate the probability of a certain number of events occurring in a fixed interval of time or space. It is commonly used in engineering, economics, and other fields.

This equation is especially useful in situations like this one where the arrival rate is known and the probability of a certain number of arrivals needs to be determined.

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A statistics professor finds that when she schedules an office hour for student help, an average of 3.3 students arrive. Find the probability that in a randomly selected office hour, the number of student arrivals is 3.

The set of the numbers are all integers from 9 to 21 inclusive

It is the collection of items to form a group

All  the members of:

P={odd numbers}

P={9,11,13,15,17,19,21}

Q={Even numbers}

Q= {10,12,14,16,18,20}

U={ positive integer between 9 and 21}

This means that U = {9,10,11,12,13,14,15,16,17,18,19,20,21}

Therefore,  P1 and Q1​

P prime include all the elements in the universal set that are not in the subset P  = {10,12,14,16,18,20}

and Q prime include all the elements in the universal set that are not in subset Q =  P={9,11,13,15,17,19,21}

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Using the gradient of the curve given, the value of a is 6

The stationary point of a curve is a point where the slope of the curve is equal to zero. So, to find the value of a, we need to set the derivative of the curve equal to zero and solve for x.

dy/dx = 2(x + 3)^(1/2) - x

Setting this equal to zero, we have:

2(x + 3)^(1/2) - x = 0

Expanding the square root and rearranging, we get:

x = 2(x + 3)^(1/2)

Squaring both sides of the equation, we have:

x^2 = 4(x + 3)

Expanding the right side and rearranging, we have:

x^2 - 4x - 12 = 0

Using the quadratic formula, we can find the values of x that satisfy this equation:

x = [-(-4) ± √((-4)^2 - 4(1)(-12))] / 2(1)

x = [4 ± √(16 + 48)] / 2

x = [4 ± √64] / 2

x = [4 ± 8] / 2

So, the two possible values of x are:

x = 6, x = -2

Since we are looking for a positive value of x, the only solution that works is x = 6.

Therefore, the value of a is equal to 6.

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The distance between these two points (2,0) and (2,−5) is 5 unit.

The distance between two points is the length of the line segment connecting the two points on the plane. The formula for finding the distance between two points is usually d=√((x2 – x1)² + (y2 – y1)²). This formula is used to find the distance between any two points on the coordinate or x-y plane.

d=√((2 – 2)² + (-5 – 0)²)

d = √(0+25)

d = 5 unit

if the coordinates of two points P and Q are such that, (x1, 0) and (x2, 0), the distance between PQ will be given by:

PQ = |x2 – x1|

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The question that can be answered using the expression 3 ÷ 1 is "How many 1-pound pieces of fudge are in a 3-pound fudge?". The correct option is B.

The expression "3 ÷ 1" is a mathematical expression that represents a division operation. In this case, the operation is "3 divided by 1".

To understand what this expression means, we can think of it in terms of a real-world scenario. For example, we can think of it as dividing 3 pounds of fudge into 1-pound pieces.

If we divide 3 pounds of fudge into 1-pound pieces, we can ask the question "How many 1-pound pieces of fudge are in 3 pounds of fudge?" This is the question that can be answered using the expression "3 ÷ 1".

To solve this division problem, we simply divide 3 by 1. The result is 3. This means that there are 3 one-pound pieces of fudge in 3 pounds of fudge.

So, to summarize, the expression "3 ÷ 1" means "3 divided by 1" and can be interpreted as dividing 3 pounds of fudge into 1-pound pieces. The answer to the question "How many 1-pound pieces of fudge are in 3 pounds of fudge?" is 3.

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The initial amount A is 1 and the growth factor B is 1.4 in the Exponential function f(t)=14^x.

Given,

f(x) = 1.4^x

It is an exponential function.

y = a.b^x

where a is the initial quantity and b is the growth/ decay component.

Now we are able to examine the given feature with

A = 1

B = 1.4

An exponential function is a mathematical function that has the form f(x) = a^x, where a is a constant greater than zero and not equal to one, and x is a variable. This function is widely used in a variety of fields, such as finance, physics, and biology, due to its ability to model growth, decay, and change over time.

Exponential functions are essential in understanding various natural phenomena, from population growth to radioactive decay, and they play a crucial role in the advancement of scientific research.The exponential function has several unique properties, such as exponential growth, where the function grows at an increasing rate as x increases. Additionally, the function has an asymptotic relationship with the x-axis, meaning it never actually touches the x-axis but gets infinitely close to it.

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Answer:

-5.5

Step-by-step explanation:

[12*(3/(2^2))]/2-10   [Rewritten to add brackets.

Use PEDMAS to determine order of operation.

P =- parentheses first:

[12*(3/(2^2))]/2-10

[12*(3/(4))]/2-10        [squared the 2]

[12*(3/4)]/2-10          [Removed excess parentheses]

[12*(3/4)]/2-10         [Next parenthses:  12*(3/4)  Divide and Multioply]

[9]/2 - 10                   [Divide and Multiply]

4.5 - 10                     [Add/Subtract]

-5.5                          Result

A manufacturer working at the 430 gram setting, and a 21 bag sample had a mean of 421 grams with a standard deviation of 15. The p-value of test statistic is 0.0074.

To test whether the bag filling machine works correctly at the 430 gram setting, we can conduct a one-sample t-test. The null hypothesis is that the true mean weight of the bags filled by the machine is equal to 430 grams, and the alternative hypothesis is that the true mean weight is less than 430 grams.

The test statistic is calculated as:

t = (sample mean - hypothesized mean) / (sample standard deviation / sqrt(sample size))

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

t = (421 - 430) / (15 / sqrt(21)) = -2.77

The degrees of freedom for the t-distribution are n - 1 = 20.

Using a t-table or calculator, we can find the p-value associated with a t-score of -2.77 and 20 degrees of freedom. The p-value turns out to be 0.0074 (rounded to four decimal places).

Since the p-value is less than the level of significance of 0.1, we can reject the null hypothesis and conclude that the bag filling machine is underfilling the bags at the 430 gram setting.

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The angle of depression from the top of the taller building and the angle of elevation from the top of the shorter building are alternate interior angles.

Alternate interior angles are the angles formed when a transversal intersects two coplanar lines. They lie on the inner side of the parallel lines but on the opposite sides of the transversal. The transversal crosses through the two lines which are Coplanar at separate points.

The angles of elevation and depression are formed by the line of sight and the horizontal line. When the line of vision is above the horizontal line, the angle is of elevation, and if the line of sight is below the horizontal, the angle is of depression.

If the angle of depression of the taller building is 15° the angle of elevation of the shorter building is 15° too.

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