1. Is the relationship shown by the data linear? If so, model the
data with an equation.

Answer:`13H

Step-by-step explanation:

Answer: h=10

Step-by-step explanation:

6h-3=7h-13

-3+13=7h-6h

10=h

h=10

Answer: $49.5

Step-by-step explanation: If each song costs 0.99 cents then you multiply the number of songs you are buying by the cost. So that would be 0.99×50=49.5

Answer:

low interest rate on a car loan

Answer:

B. low interest rate on a car loan

[tex]Hey~freckledspots!\\----------------------[/tex]

[tex]We~will~solve~for~i^{425}![/tex]

[tex]Rule~of~exponent: a^{b + c} = a^ba^c\\Apply:~i^{425}~=~i^{424}i\\ \\Rule~of~exponent: a^{bc} = (a^{b})^c\\Apply: i^{424} = i(i^2)^{212} \\\\Rule~of~imaginary~number: i^2 = -1\\Apply: i(i^2)^{212} = -1^{212}i\\\\Rule~of~exponent~if~n~is~even: -a^n = a^n\\Apply: -1^{212}i = 1^{212}i\\\\Simplify: 1^{212}i = 1i\\Multiply: 1i * 1 = i\\----------------------\\[/tex]

[tex]Now~let's~solve~1^{14}!\\\\Rule~of~exponent: a^{b + c} = a^ba^c\\Apply: i^{14} = (i^2)^7\\\\Rule~of~imaginary~number: i^2 = -1\\Apply: (i^2)^7 = -1^7\\\\Rule~of~exponent~if~n~is~odd: (-a)^n = -a^n\\Apply: -1^7 = -1^7\\\\Simplify: -1^7 = -1\\----------------------\\Now,~we~have: i-1+i^{-14}+i^{44}\\----------------------[/tex]

[tex]Now~lets~solve~i^{-14}\\\\Rule~of~exponent: a^{-b} = \frac{1}{a^b} \\Apply: i^{-14} = \frac{1}{i^{14}} \\\\Rule~of~exponent: a^{bc} = (a^b)^c\\Apply: \frac{1}{i^{14}} = \frac{1}{(i^2)^7}\\ \\Rule~of~imagianry~number: i^2 = -1\\Apply: \frac{1}{(i^2)^7} = \frac{1}{-1^7} \\\\Simplify: \frac{1}{-1^7} = \frac{1}{-1} \\\\Rule~of~fractions: \frac{a}{-b} = -\frac{a}{b} \\Apply: \frac{1}{-1} = -\frac{1}{1} = -1\\----------------------\\Now,~we~have: i-1-1+i^44\\----------------------[/tex]

[tex]Now~let's~solve~i^{44}!\\\\Rule~of~exponent: a^{bc} = (a^b)^c\\Apply: i^{44} = (i^2)^{22}\\\\Rule~of~imaginary~numbers: i^2 = -1\\Apply: (i^2)^{22} = -1^{22}\\\\Rule~of~exponent~if~n~is~even: (-a)^n = a^n\\Apply: -1^{22} = 1^{22}\\\\Simplify: 1^{22} = 1\\----------------------\\Now,~we~have~i-1-1+1\\----------------------[/tex]

[tex]Now~let's~simplify~the~expression!\\\\= i-1-1+1 \\= 1 + i -2\\= -1+i\\----------------------[/tex]

[tex]Answer:\\\large\boxed{-1+i}\\----------------------[/tex]

[tex]Hope~This~Helped!~Good~Luck![/tex]

Answer:

[tex]i - 1[/tex]

Step-by-step explanation:

Complex Number System Rules

[tex]\sqrt{-1} = i \\ -1 = {i}^{2} \\ -i = {i}^{3} \\ 1 = {i}^{4} [Every \: multiple \: of \: four][/tex]

The Divisibilty Rule of 4 states that the last two digits of a number must be a multiple of four, so you will have this:

[tex]{i}^{425} + {i}^{14} + {i}^{-14} + {i}^{44} \\ \\ i - 1 - 1 + 1 = i - 1[/tex]

I am joyous to assist you anytime.

well, let's say the original price is "x", and thus is also the 100% price of the item, however the item is discounted by 16.5%, well 100% - 16.5% = 83.5%, so then the discounted price is really the 83.5% of the item, and we know that is $1135.60.

now, if 1135.60 is 83.5%, what is the 100% or namely "x"?

[tex]\bf \begin{array}{ccll} amount&\%\\ \cline{1-2} 1135.60&83.5\\ x&100 \end{array}\implies \cfrac{1135.60}{x}=\cfrac{83.5}{100}\implies 113560 = 83.5x \\\\\\ \cfrac{113560}{83.5}=x\implies 1360 = x[/tex]

The original price of the swimming  pool $1,360.

Original pool price=x

Percent discount=16.5% or 0.165

Sale price=$1135.60

Hence:

x-0.165(x)=$1135.60

x(1-0.165)=$1135.60

0.835x=$1135.60

Divide both side by 0.835x

x=$1135.60/0.835

x=$1,360

Inconclusion the original price of the swimming  pool $1,360.

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Answer:

[tex]\frac{3}{5}[/tex] + [tex]\frac{4}{5}[/tex] = [tex]\frac{7}{5}[/tex]

Step-by-step explanation:

Since 3/5 & 4/5 are both over 5 we can add the numbers on the top (numerators) normally while keeping the bottom number (denominator) the same.

[tex]\frac{3}{5}[/tex] + [tex]\frac{4}{5}[/tex] = [tex]\frac{7}{5}[/tex]

4: Geraldine wanted custom keychains. The store she went to has a service fee of 5 dollars, then 8 dollars per key chain. Geraldine payed 37 dollars. How many key chains did she buy?

(She bought 4 keychains)

As for b, I need to see question 3 in order to answer

The entire interval over which the function, f(x), is positive is from (-2, 1), according to the provided table of function values.

You are asking for the interval over which the function f(x) is positive based on the provided table of values.

A function is positive when its value, represented as f(x), is greater than 0. Looking at the table, f(x) is positive when x is in between -2 and 1. Therefore, the interval over which the function, f(x), is positive is from (-2, 1).

This can be confirmed visually if you were to plot the x-values with their corresponding f(x) values and look for the section of the graph where the curve is above the x-axis (y>0).

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Answer: 1 1/3

Step-by-step explanation:

-4 + 5 = 1

-1/3 + 2/3 = 1/3

OR

Turn them both into mixed numbers: -13/3 + 17/3

-13/3 + 17/3 = 4/3 = 1 1/3

Answer: 8.5 (rounded)

Step-by-step explanation:

a squared + b squared = c squared

3 squared= 9

8 squared= 64

64+9=73

the square root of 73 is 8.5 (rounded)

Answer:

0; 10; 20

Step-by-step explanation:

x is the independent variable

y is the dependent variable

y is dependent on x

a) For what value of the independent variable will the value of the function be equal to −6

y=0.3x−6

-6 = 0.3x-6

0=0.3x

x = 0

Therefore, if the independent variable is 0, the value of the function will be -6.

b) For what value of the independent variable will the value of the function be equal to −3

y=0.3x−6

-3 = 0.3x-6

0.3x = -3+6

0.3x = 3

x = 3/0.3

x = 10

Therefore, if the independent variable is 10, the value of the function will be -3.

c) For what value of the independent variable will the value of the function be equal to 0.

y=0.3x−6

0=0.3x-6

6 = 0.3x

x = 6/0.3

x = 20

Therefore, if the independent variable is 20, the value of the function will be 0.

the associative property is used.

Which property is used in the expression?

The Associative property of multiplication says that (a × b) × c = a × (b × c),

so we can perform the multiplication in any order we want.

If you look at the expression:

(9x3)x4=9x(3x4)

The difference is that first we start with the product 9×3, and in the right side the first product we need to solve is 3×4, so the associative property is used.

are they asking to graph or just answer it?

Answer:

you can't get an answer from that question unless they are asking you to graph it or something else

Answer:

850 for student and 850 for students

Step-by-step explanation:

Let student tickets sold be=x

and adult tickets sold=y

They sold 5 times as many student tickets as adult tickets.

i.e. x=5y

The student tickets cost $2.00 each and

the adult tickets cost $4 each.

They made $140.

i.e. 2x + 4y = 140

Dividing both sides by 6, we get

x + 2y = 70

or 5y + 2y= 70

i.e. 7y=70

i.e. y=10

x= 5y

⇒ x = 50

Hence, Student tickets sold= 50

and Adult tickets sold= 10

It's 5.3*10^7. In Scientific Notation, you will be moving the decimal place until you have a number between 1 and 10. Then you add a the power of ten to show how many places you moved. For example, in Scientific Notation 52,314 with be moved left to get 5.2314*10^4. The decimal can be moved in either or direction depending on the problem. Hope this helps, have a nice day!

Answer:

p=2

Step-by-step explanation:

−4p=11−19

−4p=−8

then you divide both sides by -4 and two negatives make a positive.

​​

x<-4

x≥-7

-4≤5

i dont think the last one is right

Answer:

[tex]37[/tex]  [tex]crackers[/tex]

Step-by-step explanation:

Tins (or Tina)  ate 8 crackers for a snack  each day on school , then on Friday, she drops three and only eats 5.

Meaning that for 4 days, she ate 8 crackers not including Friday.

So meaning we have to multiply how many crackers she ate for those 4 days in total:

[tex]8 * 4[/tex]

[tex]==> 32[/tex]

Then on Friday, she only ate 5, so we add 5 for how many crackers she ate into how many we have right now:

[tex]32 + 5[/tex]

[tex]==> 37[/tex]

To find out how many crackers Tins ate on Friday, you can subtract the number of dropped crackers from the total number she normally eats.

In this question, the subject is mathematics and the grade level is middle school. The question asks about a student named Tins who eats 8 crackers for a snack each day at school. On Friday, she drops 3 crackers and only eats 5. To find out how many crackers she ate on Friday, we can subtract the number of dropped crackers from the total number she normally eats.

Number of crackers normally eaten: 8

Number of crackers dropped on Friday: 3

Number of crackers eaten on Friday: 8 - 3 = 5 crackers

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Answer:

6 kilograms

Step-by-step explanation:

He starts with 2.

He makes 1 every hour.

He works for 4 hours.

So, we can infer that he makes 4 kilograms within the 4 hours he works. Then, we see that he has already made 2 kilograms. So, you add up those two, giving you 6. Hope this helps!

Answer: 751.62

Step-by-step explanation: 3 is lower than 5 so you have to round it to zero

751.623 rounded to the nearest hundredth is 751.62

To round the number 751.623 to the nearest hundredth, follow these steps:

Therefore, 751.623 rounded to the nearest hundredth is 751.62

Answer:

C. 3; rotation about the origin, translation, dilation

Step-by-step explanation:

The first obvious step is to rotate it 270° counterclockwise [90° clockwise], next you translate it, then you dilate [long and wide].

I hope this helps you out alot, and as always, I am joyous to assist anyone at any time.

C

Step-by-step explanation:

Answer:

[tex]\overline{QP} = \overline{SR}[/tex]

Step-by-step explanation:

Given: ∠PTQ ≅ ∠STR and TP, TQ, TR and TS are radii of the circle.

If  two angle are equal, then they are equal in size and their measurements are equal.

IF ∠PTQ ≅ ∠STR then they are also equal in their measurements.

Now, In ΔPTQ and ΔSTR

∠PTQ ≅ ∠STR  (vertically opposite angle)

[tex]\overline{TQ} \cong \overline{ST}[/tex]  (Radius of the circle are equal and congruent in length)

[tex]\overline{PT} \cong \overline{TR}[/tex]  (Radius of the circle)

∴ ΔPTQ ≅ ΔSTR (SAS postulate)

∴ [tex]\overline{QP}\cong \overline{SR}[/tex] (corresponding sides of congruent triangle are equal  and congruent).

You can use the fact that a closed figure made by connecting the adjacent end points of two equal and intersecting line segment is a rectangle.

Option A:  [tex]\overline{QP} \: \rm and \: \overline{SR}\\[/tex]correct choice since the line segment QP is and line segment SR are congruent.

Given that:

Since angle  PTQ and angle STR are congruent, thus we have:

PR and SQ as straight intersecting lines.

Due to angle PTS and angle QTR are opposite angles made by intersecting lines, we have them as congruent or say of equal measurement.

[tex]\angle PTS \cong \angle QTR[/tex]

Since [tex]\overline{TP} = \overline{TQ} = \overline{TR} = \overline{TS}[/tex], thus we have got:

[tex]\overline{PR} = \overline{SQ}[/tex] in measurement ( as PR is sum of PT and TR and same for SQ)

"A closed figure made by connecting the adjacent end points of two equal and intersecting line segment is a rectangle", we have PQRS as a rectangle.

As a rectangle have opposite sides parallel and equal, we have got:

[tex]\overline{PQ} \cong \overline{SR}[/tex]

Thus, Option A: [tex]\overline{QP} \: \rm and \: \overline{SR}\\[/tex] is the correct choice since the line segment QP is and line segment SR are congruent.

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Answer:

32

Step-by-step explanation:

1 = 2

2 = 4

3 = 8

4 = 16

5 = 32

Answer:

4 to the fifth power

Step-by-step explanation:

I think u just to find what is the same as 2 and or equivalent to 2 to the fifth power

Answer:

2* (4x + 1)

Step-by-step explanation:

8x = 2 * 2 *2 * x

2 = 2* 1

GCF = 2

8x+2  =  2*2*2*x + 2*1 = 2* (4x + 1)

Answer:

A ≈ 69.5°

Step-by-step explanation:

Given the triangle is right use the cosine ratio to find A

cosA = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{AC}{AB}[/tex] = [tex]\frac{2.7}{7.7}[/tex], thus

A = [tex]cos^{-1}[/tex] ( [tex]\frac{2.7}{7.7}[/tex] ) ≈ 69.5° ( to 1 dec. place )

Answer:

for the first one 9.407×10^−11

Step-by-step explanation:

Final answer:

To multiply numbers in scientific notation, multiply the coefficients and add the exponents. To divide, divide the coefficients and subtract the exponents. Ensure the final coefficient is between 1 and 10 for proper scientific notation.

Explanation:

To answer the question regarding scientific notation, I'll demonstrate the steps using the examples you provided. Remember that when multiplying numbers in scientific notation, you multiply the coefficients (the numbers in front) and then add the exponents.

(8.18 × 10^-6)(1.15 × 10^-5) = (8.18 × 1.15) × (10^-6 × 10^-5) = 9.407 × 10^-11. Since the coefficient 9.407 is between 1 and 10, this is in proper scientific notation.

To divide two numbers in scientific notation, you divide the coefficients and subtract the exponents: (1.15 × 10^-7) ÷ (2.5 × 10^-3) = (1.15 ÷ 2.5) × (10^-7 − (-3)) = 0.46 × 10^-4. Since the coefficient 0.46 is not between 1 and 10, we need to adjust it to proper scientific notation, which would be 4.6 × 10^-5.

Answer:

10: 2

12: 0

14: 24

Answer:

b=3in

Step-by-step explanation:

SO first of all, the formula for area is lxw (length x width)

And our question tells us that

l x w=24in^2

4 x w = 24 (question tells us that length is 4 inches as listed on side)

4 x (b+3) = 24 (b+3 is the total width of the postcard)

4b + 12 =24 (multiply by 4 inside the bracket)

4b=12 (subtract 12 from both sides)

b=3 (solve for b by dividing by 4)

Answer: this is for the whole gizmo

1. C

2. B

3. D

4. A

5. D

Step-by-step explanation:I hope this can help everybody.

Answer:

6 x 5 - 25 = 30 - 25 = 5

Answer : 5

Step-by-step explanation:

5² = 5 x 5 = 25