A 50% increase followed by a 33.33% decrease

The algebraic equation for the line whose slope is m = 1 and passes through point (3 , 3) is y = x

Step-by-step explanation:

The algebraic equation of a line whose slope is m and passes

through point [tex](x_{1},y_{1})[/tex] is

∵ The slope of the line is m = 1

∵ The line passes through point (3 , 3)

∴ [tex]x_{1}[/tex] = 3

∴ [tex]y_{1}[/tex] = 3

- Substitute these values in the form of the equation

∵ [tex]y-y_{1}=m(x-x_{1})[/tex]

∴ y - 3 = (1)(x - 3)

- Simplify it

∴ y - 3 = x - 3

- Add 3 to both sides

∴ y = x

The algebraic equation for the line whose slope is m = 1 and passes through point (3 , 3) is y = x

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Explanations and Steps:

How to find the elements:

*Take every element (either one capital letter OR two letters with the first capital and second lowercase)

*Reference the periodic table to find the element name

The number of reactants:

*Reactants are on the left side, what there is before the reaction

*Each reactant is separated by the + sign

*They may be more than one element

The number of products:

*Products are on the right side, what there is after the reaction

*Each product is separated with the + sign

*They may be more than one element

Is it balanced:

Count the number of each element on both sides. It is balanced if both sides have the same number of every element.

*Write out each of the element symbols for each side

*Remember the multiply subscripts (little numbers) by coefficients (big numbers)

Answers:

6.

The elements are:

H - hydrogen

Cl - chlorine

Ca - calcium

O - oxygen

# of reactants: 2

# of products: 2

Is it balanced?

Reactants:

H 4

Cl 2

Ca 1

O 2

Products:

H 2

Cl 2

Ca 1

O 1

It's not balanced because H and O have different numbers of atoms in the reactants and products.

7.

The elements are:

K - potassium

Cl - chlorine

O - oxygen

# of reactants: 1

# of products: 2

Is it balanced?

Reactants:

K 1

Cl 1

O 3

Products:

K 1

Cl 1

O 2

It's not balanced because there are three oxygen atoms for reactants but only two oxygen atoms in the product.

8.

The elements are:

K - potassium

P - phosphorus

O - oxygen

H - hydrogen

Cl - chlorine

# of reactants: 2

# of products: 2

Is it balanced?

Reactants:

K 3

P 1

O 4

H 1

Cl 1

Products:

K 3

P 1

O 4

H 3

Cl 3

It's not balanced because H and Cl have different numbers of atoms.

9.

The elements are:

S - sulphur

O - oxygen

# of reactants: 2

# of products: 1

Is it balanced?

Reactants:

S 2

O 6

Products:

S 2

O 6

It's balanced because both sides have 2 sulphur atoms and six oxygen atoms.

10.

The elements are:

K - potassium

I - iodine

Pb - lead

N - nitrogen

O - oxygen

# of reactants: 2

# of products: 2

Is it balanced?

Reactants:

K 2

I 2

Pb 1

N 2

O 6

Products:

K 1

I 2

Pb 1

N 1

O 3

It's not balanced because K, N and O have different numbers of atoms.

Answer: y=4, x=-2

Step-by-step explanation:

line r must have the equation y=4 to go through point (-2,4)

line s must have the equation x=-2 to go through point (-2,4)

Answer:

The slope is 1

Step-by-step explanation:

Answer:

The answer is given below.

Step-by-step explanation:

Alternate exterior angles: I is a pair of angles on the outer side of the each of two parallel lines but on opposite side of the transversal.

Vertically opposite angles: They are angles opposite each other when two lines intersect each other or cross each other.

Corresponding angles:  The angles which occupy the same relative position at each intersection where a transversal intersect the two parallel lines.

Same side interior angles: These are the angles between the parallel lines with the transversal.

Alternate interior angles: These are those angles that are alternate to each other and lie inside the parallel lines forming in Z shape.

Linear pair angles: It is a pair of adjacent angles formed by two intersecting lines

[tex]\angle 1\ and\ \angle 6:\ \textrm{alternate exterior angles}\\\angle 1\ and\ \angle 3:\ \textrm{Vertical opposite angles}\\\angle 3\ and\ \angle 6:\ \textrm{corresponding angles}\\\angle 4\ and\ \angle 8:\ \textrm{same side interior angles}\\\angle 4\ and\ \angle 5:\ \textrm{alternate interior angles}\\\angle 5\ and\ \angle 6:\ \textrm{linear pair angles}[/tex]

Answer:

A

Step-by-step explanation:

A

Answer:   53   -10      -50

Step-by-step explanation:

50 + 3 = 53     50 - 60 = -10     50 - 100 = -50

[tex]3[/tex] increased by [tex]50[/tex] is equal to [tex]53[/tex].

[tex]3[/tex] decreased by [tex]60[/tex] is equal to [tex]-57[/tex].

[tex]3[/tex] decreased by [tex]100[/tex] is equal to [tex]-97[/tex].

To increase a number [tex]a[/tex] by [tex]b[/tex] means to add [tex]a[/tex] to [tex]b[/tex]. Increase is denotes by sign [tex]+[/tex]

To decrease a number [tex]a[/tex] by [tex]b[/tex] means to subtract [tex]b[/tex] from [tex]a[/tex]. Decrease is denoted by sign [tex]-[/tex]

[tex]3[/tex] increased by [tex]50[/tex] is equal to [tex]\boldsymbol{3+50}[/tex] which is equal to [tex]53[/tex].

[tex]3[/tex] decreased by [tex]60[/tex] is equal to [tex]\boldsymbol{3-60}[/tex] which is equal to [tex]-57[/tex].

[tex]3[/tex] decreased by [tex]100[/tex] is equal to [tex]\boldsymbol{3-100}[/tex] which is equal to [tex]-97[/tex].

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2 brown, 8 yellow, 8 green, thus our sample space is 2+8+8 = 18.

What is the probability that the card is NOT yellow?  How many non-yellow are there?  well 2 + 8 = 10, favorable outcomes.

[tex]\bf \cfrac{\stackrel{\textit{favorable outcomes}}{10}}{\underset{\textit{sample space}}{18}}\implies \cfrac{5}{9}\implies 0.\overline{555}\qquad \approx \qquad 55.6\%[/tex]

Answer:

726

Step-by-step explanation:

39204/54=726

Check the picture below.

Answer:

11 Test Packets

Step-by-step explanation:

151-30=121/11=11

The teacher purchased 11 packets of tests for the math competition.

The question is about calculating the number of test packets Andrew's teacher purchased for the math competition. We know that there was a basic enrollment fee of $30, and each packet of 10 tests cost an additional $11. The total cost was $151. To find out how many test packets the teacher purchased, the first step is to subtract the enrollment fee from the total amount spent. Therefore, $151 - $30 = $121 was spent on test packets.

Then, we divide this amount by the cost of each test packet. So $121/$11 gives us 11. Hence, the teacher purchased 11 packets of tests for Andrew's math competition.

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Answer:

-427

Step-by-step explanation:

5-8 x 54

It is a very simple numerical simplification. We have to use the BODMAS rule to determine the value of this simplification. At first, we see that there is no bracket, so we will go to "or." Since there is no "or," we will go to the "divide" rule. Again, there is no "Divide," so we will go to the "Multiplication" rule.

= 5 - (8 x 54)

= 5 - 432

Now, we will deduct 432 from 5. Since 432 is a negative number, the answer will be a negative value.

= -427

The simplification answer = -427

Answer:

y=8/13, 10/13=x

Step-by-step explanation:

-2y = x-2, so 2y = -x+2. y = -1/2x+1, and we plug this in -4x+3y to get

-4x-1.5x+3=x-2

-5.5x+3=x-2,

-6.5x=-5

13x=10

x=10/13.

for y we plug the x in to get -40/13=-5y

40/13=5y

y=8/13

Answer:

x = -2/7

y = 8/7

Step-by-step explanation:

1) Since the equations at the end are both equivalent to -2y:

-4x + 3y = -2y

x - 2 = -2y

2) We want to get y by itself:

-4x + 3y = -2y --> -4x = y

x - 2 = -2y --> -x/2 + 1 = y

3) Since both are equal to y, we can solve for x; set the equations equal to each other, then combine like terms via adding/subtracting/dividing/multiplying (in accordance to PEMDAS):

(-2) (-4x) = (-x/2 + 1) (-2)

8x = x - 2

(8x) -x = (x - 2) -x

7x = -2

(7x) / 7 = (-2) / 7

x = -2/7

4) Now that we know what x equals, substitute x with -2/7 in one of the initial equations:

x - 2 = -2y

-2/7 - 2 = -2y

5) Then, combine like terms via adding/subtracting/dividing/multiplying (in accordance to PEMDAS); then, simplify to get what y equals:

(-2/7 - 2) (-7) = (-2y) (-7)

2 + 14 = 14y

16 = 14y

(16) / 14 = (14y) / 14

16/14 = y

6) Simplify (reduce):

8/7 = y

7) Your final answer is:

x = -2/7, y = 8/7

Answer:

The first option i.e. (8 in × 10 in × 10 in) will be our choice.

Step-by-step explanation:

Each of the cartons shown here has the same volume i.e. 800 cubic inches.

Therefore, the carton having the least surface area will require the least amount of cardboard for each cubic inch of volume.

2(LW + WH + LH) is the surface area of a cuboid with dimensions L × W × H.  

Now, in the first option of cardboard with dimension 8 in × 10 in × 10 in, will have surface are = 2(8 × 10 + 10 × 10 + 8 × 10) = 520 sq, inches.

Now, in the second option of cardboard with dimension 5 in × 8 in × 20 in, will have surface are = 2(5 × 8 + 8 × 20 + 5 × 20) = 600 sq, inches.

Again, in the third option of cardboard with dimension 4 in × 10 in × 20 in, will have surface are = 2(4 × 10 + 10 × 20 + 4 × 20) = 640 sq, inches.

Finally, in the fourth option of cardboard with dimension 2 in × 10 in × 40 in, will have surface are = 2(2× 10 + 10 × 40 + 2 × 40) = 1000 sq, inches.

Hence, the first option will be our choice. (Answer)

Answer:

[tex]\large\boxed{\dfrac{65y^3+15y^2-25y}{5y}=13y^2+3y-5}[/tex]

Step-by-step explanation:

[tex]\dfrac{65y^3+15y^2-25y}{5y}=\dfrac{65y^3}{5y}+\dfrac{15y^2}{5y}-\dfrac{25y}{5y}\\\\=13y^2+3y-5[/tex]

Billy ate 1/6, Bob ate 1/4, and Buck ate 5/12 of the candies. To find the number of candies left, subtract the total fraction eaten from the total.

To find out how many candies were left, we need to subtract the candies that Billy, Bob, and Buck ate from the total number of candies in the bowl.

Billy ate 2/12 of the candies, which is equivalent to 1/6 of the candies because 2/12 can be simplified to 1/6.

Bob ate 3/12 of the candies, which is equivalent to 1/4 of the candies because 3/12 can be simplified to 1/4.

Buck ate 5/12 of the candies.

To find the total fraction of candies eaten, we add the fractions: 1/6 + 1/4 + 5/12. The common denominator for these fractions is 12.

Converting all the fractions to have a denominator of 12, we have: 2/12 + 3/12 + 5/12 = 10/12 = 5/6.

So, the three boys ate 5/6 of the candies.

To find the number of candies left, we subtract 5/6 from the total number of candies in the bowl:

120 - (5/6 * 120) = 120 - (5/6 * 120/1) = 120 - (5 * 120/6) = 120 - 100 = 20.

Therefore, there are 20 candies left in the bowl.

Answer:

x=7

Step-by-step explanation:

2x-5(x-3)=2(x-10)

2x-5x+15=2x-20

-3x+15=2x-20

-2x         -2x

-5x+15=-20

      -15   -15

-5x  =-35

-35/-5

x=7

Answer:This can be calculated by the following steps;

Step-by-step explanation:

x=7

Answer:

  y = 18

Step-by-step explanation:

Direct variation means y varies by the same factor x does. Here, x has changed by a factor of -6, so the new value of y is ...

  y = (-6)(-3) = 18

If y varies directly with x, and y = -3 when x = 1, the value of y when x = -6 is found using the formula y = kx. The value of y when x = -6 is 18.

In mathematics, if y varies directly with x, it means y = kx for some constant k. To find k, we substitute the given values of x and y into the equation, so -3 = k(1) gives k = -3.

Now that we have the value of k, we can find the value of y when x = -6. Substituting these values into our equation y = kx, we get y = -3*(-6), which simplifies to y = 18.

So when x = -6 and y varies directly with x, the value of y is 18.

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Answer:

16 ounces of clay he need.

Step-by-step explanation:

Given:

Reggie had 2-pound bricks of clay and his job is to give 4 ounces of clay to each student.

There are total 28 students.

Now, to get how much ounces of clay does the each student  have first we multiply the number of students to the number of ounces of clay.

Number of students × Number of ounces of clay:

[tex]28\times 4[/tex]

[tex]112[/tex]

Now, total amount of clay ounces Reggie had= 3×32=96 ounces. (1 pound = 16 ounces, 2 pound = 32 ounces.)

So, the total amount of clay he need is = [tex]112-96[/tex]

                                                                 = [tex]16[/tex]

Therefore, 16 ounces of clay he need.

Answer:

Reggie requires 16 Ounces more clay.

Step-by-step explanation:

Given:

Reggie took from shelf 3 of 2 pounds bricks of clay from shelf.

1 pound = 16 ounces

2 pounds = 32 ounces

Total Clay Reggie has in ounces = [tex]3\times 32\ ounces = 96 \ ounces[/tex]

Total Students in his class = 28 students

his job is to distribute 4 ounces of clay to each child

Total number of clay required for whole class in ounces = [tex]28\times4 = 112[/tex]

Remaining Amount of clay requires in ounces = Total number of clay required for whole class in ounces - Total Clay Reggie has in ounces = [tex]112 \ ounces - 96 \ ounces = 16 \ ounces[/tex]

Hence, Reggie requires 16 Ounces more clay to distribute among the whole class

Answer:

The total number of lower reserved tickets is 304  and

The total number of upper reserved tickets is 42  

Step-by-step explanation:

Given as :

The total tickets purchased = 346

The price for lower tickets = $ 9.50

The price for upper tickets = $ 8.00

The total amount spent on tickets = $ 3224

Let the number of lower tickets = L

The number of upper tickets = U

Now, According to question

L + U = 346     ........1

And 9.50 L + 8 U = 3224    ....2

so , 8 ( L + U ) = 346 × 8

or, 8 L + 8 U = 2768

And 9.50 L + 8 U = 3224

Now, solving equation

( 9.50 L + 8 U ) - ( 8 L + 8 U ) = 3224 - 2768

Or, 1.50 L + 0 = 456

Or, L = [tex]\frac{456}{1.50}[/tex]

∴   L = 304

Put the value of L in eq 1

So, L + U = 346  

I.e U = 346 - L

Or, U = 346 - 304

∴   U = 42

Hence The total number of lower reserved tickets is 304  and

The total number of upper reserved tickets is 42   .  Answer

Answer:

I think it is 70.795% decrease

Hope that helps:)

I have a question for u

What is your fav?

Adrinette

LadyNoir

Marichat

Ladrien

Answer:

The measure of angle G is [tex]53\°[/tex]

Step-by-step explanation:

Let

F ----> the measure of interior angle F of the triangle FGH

G ---> the measure of interior angle G of the triangle FGH

H ---> the measure of interior angle H of the triangle FGH

we know that

The sum of the interior angles in a triangle must be equal to 180 degrees

so

[tex]F+G+H=180\°[/tex] ----> equation A

[tex]G=2F-5[/tex] ----> equation B

[tex]H=4F-18[/tex] ----> equation C

Solve the system of equations by substitution

substitute equation B and equation C in equation A

[tex]F\°+(2F-5)\°+(4F-18)\°=180\°[/tex]

Solve for F

[tex]7F-23=180[/tex]

[tex]7F=180+23[/tex]

[tex]F=29\°[/tex]

Find the measure of angle G

[tex]G=2F-5[/tex]

substitute the value of F

[tex]G=2(29)-5=53\°[/tex]

The measure of angle G in triangle FGH is [tex]\( 53^\circ \).[/tex]

1. Define Variables:

  - Let the measure of angle F be [tex]\( x \).[/tex]

  - The measure of angle G is given as "five less than twice the measure of angle F," so [tex]\( G = 2x - 5 \)[/tex].

  - The measure of angle H is given as "eighteen less than four times the measure of angle F," so [tex]\( H = 4x - 18 \).[/tex]

2. Use the Triangle Angle Sum Property:

  - The sum of the angles in a triangle is always [tex]\( 180^\circ \)[/tex]. Therefore:

  [tex]\[ F + G + H = 180^\circ \][/tex]

3. Substitute the Expressions:

  - Substitute F = x , G = 2x - 5 , and  H = 4x - 18  into the equation:

  x + (2x - 5) + (4x - 18) = 180

4. Combine Like Terms:

  x + 2x - 5 + 4x - 18 = 180

  7x - 23 = 180

5. Solve for x :

  - Add 23 to both sides of the equation:

  7x = 203

  - Divide by 7:

  x = 29

6. Calculate the Measure of Angle G:

  - Use the expression G = 2x - 5 :

  G = 2(29) - 5 = 58 - 5 = 53°

7. Verify the Measures:

  - Calculate F  and H  using x = 29 :

  F = 29°

  H = 4(29) - 18 = 116 - 18 = 98°

  - Check the sum:

  F + G + H = 29 + 53 + 98 = 180°

  The sum is correct, confirming the calculations.

Thus, the measure of angle G in triangle FGH is [tex]\( 53^\circ \).[/tex]

Answer:

10 yards 2 inches

Step-by-step explanation:

To get the answer, you must subtract the amount of the smaller whale from the larger one:

Gray whale. 15 yards 5 inches

beluga whale. - 5 yards 3 inches

= 10 yards 2 inches

Answer:

68,144

The drawing will help

Answer:

Answer:

5

Step-by-step explanation:

100 books, half of them are fiction. So 50 of them are fiction. There are 50 books remaining. 10% of them are animal books. What is 10% of 50?

Convert 10% to a decimal: .10

Multiply .10 by 50

.10×50=5

5 books are animal books.

The classroom library contains 5 animal books.

The percentage is defined as a ratio expressed as a fraction of 100.

Arithmetic operations can also be specified by adding, subtracting, dividing, and multiplying built-in functions.

The operator that performs the arithmetic operations is called arithmetic operators.

* Multiplication operation: Multiplies values on either side of the operator

For example 4*2 = 8

/ Division operation: Divides left-hand operand by right-hand operand

For example 4/2 = 2

Given that the classroom library has 100 books.

And half of the books are fiction.

There are 50 books remaining and a tenth is about animals

So 10% of them are animal books.

To calculate 10% of 50 :

⇒ 10% of 50

⇒ 10%(50)

Convert 10% to a decimal,

⇒ 0.10×(50)

Multiply 0.10 by 50

⇒ 5

Hence, the classroom library contains 5 animal books.

Learn more about Arithmetic operations here:

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Answer:

The fractions like [tex](\frac{8}{2}), (\frac{16}{4}), (\frac{44}{11} )[/tex] could  represent the part of the beads that are red.

Step-by-step explanation:

The given question is incomplete. Here is the complete question:

Miranda is braiding her hair. Then she will attach beads to the braid, she wants 1/3 of the beads to be red. If the greatest number of beads that will fit on the braid is 12, what other fractions could represent the part of the beads that are red?

Now, total number of beads to be fit on the braid   = 12

The desirable amount of red beads = 1/3

So, now as the number of red beads Miranda can use

= 1/3 ( Total beads used)  

= [tex]\frac{1}{3}  \times 12 = 4[/tex]

or, out of total 12 beads, 4 beads are red.

⇒The total number of red beads = 4

Hence,  the fractions like [tex](\frac{8}{2}), (\frac{16}{4}), (\frac{44}{11} )[/tex] could represent the part of the beads that are red.

Miranda can use fractions with 12 in the denominator to represent the portion of red beads on her braid. Possible fractions include 1/12, 2/12, 3/12, 4/12, 5/12, 6/12, and so on up to 11/12.

Miranda wants 1/12 of the beads to be red on her braid. Since the greatest number of beads that will fit on the braid is 12, the other fractions that could represent the part of the beads that are red must also be fractions with 12 in the denominator to be comparable.

Possible fractions representing red beads out of a total of 12 beads are:

These represent all the simple fraction options for the number of red beads based on the constraint of having a maximum of 12 beads.

Answer:

The other half of the coordinate is 9  

Step-by-step explanation:

Given as :

The points is ( a , 5 )

The line equation is 4 x - 7 y = 1

Now if the given points lies on the given line , then it must satisfy the line equation

So , We have to  put the points on the given line

I. e 4 x - 7 y = 1

And the points as ( x , y ) = ( a , 5 )

So , 4 × a - 7 × 5 = 1

Or, 4 a - 35 = 1

or, 4 a = 1 + 35

Or , 4 a = 36

∴  a = [tex]\frac{36}{4}[/tex]

I.e  a = 9

So, The value of coordinates as ( a , 5 ) is ( 9 , 5 )

Hence The other half of the coordinate is 9  . Answer

Answer:2 hrs

Step-by-step explanation:

x+2x+3x=12

6x=12

x=2

Answer:

33, 72, and 24

Step-by-step explanation:

Let's the three numbers are x, y, and z.

x + y + z = 129

z = x − 9

y = 3z

Solve the system of equations.  Using substitution:

y = 3(x − 9)

y = 3x −27

x + (3x − 27) + (x − 9) = 129

5x − 36 = 129

5x = 165

x = 33

y = 3x − 27

y = 72

z = x −9

z = 24

To find the correct dimensions of a scaled drawing or the actual dimensions based on a scale factor, multiply the scaled dimensions by the denominator of the scale factor. For a scale factor of 1/200, if a scaled drawing has dimensions of 1 meter by 1 meter, the actual dimensions would be 200 meters by 200 meters, yielding an area of 40,000 square meters.

To determine the correct dimensions of a scaled drawing or the actual dimensions based on a scale factor, it is essential to understand the ratio that the scale factor represents. If the scale factor for a drawing is given as 1/200, it signifies that every unit of measurement on the drawing represents 200 of the same units in the actual size.

For example, let's assume you have a scaled drawing with dimensions of 1 meter by 1 meter, and the scale factor is 1/200. To find the actual dimensions, you would multiply the scaled dimensions by the scale factor's denominator:

Once you know the actual dimensions, finding the area involves multiplying the length by the width. Using our example:

When creating or analyzing scale drawings, remember to apply the scale factor consistently to each dimension to obtain accurate results.

Answer:

c

Step-by-step explanation:

Answer:

Set C

Step-by-step explanation:

12/4=3

24/4=6, not 4

this shows it is not proportional