A toll bridge in Maine in the early 1900s charged $0.02 per person and $0.0625 for a dozen sheep. How much would the toll cost for 3 people and 4 dozen sheep?

Answer:

Answer: The value of x is 15 units. Step-by-step explanation: In the given triangle RSQ and ΔRST it is given that. ∠RTS ≅ ∠SRQ ≅ 90°.

Step-by-step explanation:

Answer:

20 units

Step-by-step explanation:

I got it wrong with 15 for the cumulative exam on EDGE 2020/2021

Answer:

8.5 (plz give me the brainliest answer for this!!!!!!!!)

Step-by-step explanation:

43-3d=d+9

34=4d

8.5=d

Have a nice day!!!!!!!! :-)

KA

Answer: 8.5=d

Step-by-step explanation:

First u need to subtract nine on both sides of the equal sign canceling the nine on the right side, then it will leave you with 34-3d=d so then u add 3d to both sides again canceling the 3d on the left side, which leaves u with 34=4d then just divide the 4 on both sides leaving u with 8.5=d

Answer:

$1.10

Step-by-step explanation:

We have been that Alex went to the grocery store and bought 5 avocados. He paid $10 and received $4.50 in change.

First of all, we will find amount paid for 5 avocados by subtracting $4.50 from $10.

[tex]\text{Amount paid for 5 avocados}=\$10-\$4.50[/tex]

[tex]\text{Amount paid for 5 avocados}=\$5.50[/tex]

Now, we will divide $5.50 by 5 to find cost of each avocado.

[tex]\text{Cost of each avocado}=\frac{\$5.50}{5}[/tex]

[tex]\text{Cost of each avocado}=\$1.10[/tex]

Therefore, the cost of each avocado is $1.10.

Answer:

The slope of st is -1/3

Step-by-step explanation:

we know that

If two lines are perpendicular, then their slopes are opposite reciprocal (the product of their slopes is equal to -1)

[tex]m1*m2=-1[/tex]

we have

[tex]m1=3[/tex]

substitute and solve for m2

[tex](3)*m2=-1[/tex]

[tex]m2=-\frac{1}{3}[/tex]

therefore

The slope of st is -1/3

Answer:

a ) total number of sixth in 5 ribbon will be 6\times 5 = 30

b) length of each sixth will be = 5.97 inches

Step-by-step explanation:

given data:

Number of pieces of ribbon is 5

each piece length 1 yard

total number of cut in one piece of ribbon = 6

a) one piece of ribbon consist of 6 sxiths

therefore total number of sixth in 5 ribbon will be 6\times 5 = 30

b) each ribbon length is 1 yard

so, whole ribbon is divided into 1\6 yard length which is length of individual division

we know that one yard is 36 inches

therefore, in 1/6 yard = 5.97 inches

Answer:

a.  She will have 30 sixths after cutting all the ribbons.

b. 6 inches.

Step-by-step explanation:

a. You know that the lenght of each piece of ribbon is 1 yard.

She cuts each ribbon into sixths, then the lenght of each one of them is:

[tex]\frac{1}{6}\ yd[/tex]

So:

[tex]\frac{6}{6}=1\ yard[/tex]

Since Faye has 5 pieces of ribbon, after cutting all the ribbons she will have:

[tex](5)(\frac{6}{6})=\frac{30}{6}[/tex]

She will have 30 sixths after cutting all the ribbons.

b. You need make the conversion from yards to inches.

Knowing that [tex]1\ yd=36\ in[/tex], you get:

[tex](\frac{1}{6}\ yd)(\frac{36\ in}{1\ yd})=6\ in[/tex]

Answer:

64

Step-by-step explanation:

2 to the power of 3 is 8 and 2 to the power of 4 is 16 and 2 to the power of 1 is 2 and 16 divided by 2 is 8 and 8 times 8 equals 64

Answer:

The answer is y = 11.

Answer: [tex]Range:\{0,2,6,7\}[/tex]

Step-by-step explanation:

By definition:

1) The Domain is the the set of all the input values, which are the x-coordinate of each ordered pair (the first number in each pair).

2)the Range is the set of all output values, which are  the y-coordinate of each ordered pair (the second number in each pair).

 In this case you have the following relation "G":

[tex]G=\{(-1,7),(8,2),(0,0),(6,6)\}[/tex]

Based on the definition shown before, you can conclude that the Domain of G is:

[tex]Domain: \{-1,0,6,8\}[/tex]

And the Range of G is the following:

[tex]Range:\{0,2,6,7\}[/tex]

Answer:

perp. 2

y + 1 = 2(x - 3)

y + 1 = 2x - 6

y = 2x - 7

D,the quadratic function turning point is (-2,-1) while the other graphs change direction at (-2,3)

Step-by-step explanation:

The point where the graph of a quadratic function changes direction is called a turning point.This is the point where the curve changes to face up or down according to the function.The functions in A,B and C have a common turning point (-2,3) that also appears in the table.The function in D has a turning point at (-2,-1) that is different from the other three functions.

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Answer:

x^2-36=0

Step-by-step explanation:

x^2-36=0

(x-6)(x+6)

Answer:

[tex]x^2-36=0[/tex]

Step-by-step explanation:

Solution is 6 and -6. Lets check with each option

[tex]x^2-12x+36=0[/tex]

[tex](x-6)(x-6)=0[/tex]

x-6=0 so x=6

Solutions are 6 and 6. First option does not gives us solution 6 and -6

[tex]x^2+12x-36=0[/tex]. It is not factorable

[tex]x^2+36=0[/tex]. It is not factorable

[tex]x^2-36=0[/tex]

[tex](x+6)(x-6)=0[/tex]

x-6=0 , so x=6

x+6=0, so x=-6

[tex]x^2-36=0[/tex] is the final answer

Answer:

850 rounds up to 900

Step-by-step explanation:

if it's 5 or more it will go up, if it were 840 it'll drop to 800

Answer:

-42+10i

Step-by-step explanation:

*start with the square roots

\sqrt{-25} \\ =5i

\sqrt{-100} \\ = 10i

*then insert values

(2+5i)(4-10i)

*Use FOIL to multiply

2x4 + 2x-10i + 5ix4 + 5ix10i

*Simplify

8-10i+20i+50i(squared)

*Add like terms

-42+10i

*( i squared = -1 )

Answer:

see explanation

Step-by-step explanation:

Multiply through by the lowest common multiple of u, v and f, that is uvf

uvf × [tex]\frac{1}{v}[/tex] + uvf × [tex]\frac{1}{u}[/tex] = uvf × [tex]\frac{1}{f}[/tex], that is

uf + vf = uv ← factor out f on the left side → (1)

f(u + v) = uv ← divide both sides by (u + v)

f = [tex]\frac{uv}{u+v}[/tex]

(b)

Using line (1)

uf + vf = uv ( subtract uv from both sides )

uf + vf - uv = 0 ( subtract uf from both sides )

vf - uv = - uf ← factor out v on the left side

v(f - u) = - uf ← divide both sides by (f - u)

v = - [tex]\frac{uf}{f-u}[/tex]

Answer: We start with 6 reams of copy paper and 8 teachers.

a) if we distribute the paper equally between all the teachers, then each teacher receive 6/8  (here we are dividing the total number of reams by the number of people that we are are splitting it). but 6/8 is less than one, so we must open the reams in order to split them.

b) If there were twice as many reams of paper, then we will have 2*6 = 12 reams of paper, and if there where half the number of teachers, then we have 8/2 = 4 teachers.

Doing the same procedure as before, we have 12 teams for 4 teachers, then each teacher has 12/4 = 3 reams

before, each teacher received 6/8 reams, and now, each one receive 3.

if we want to know the change, we need to see the difference between these numbers, so 3 - 6/8 =  3*8/8 - 6/8

notice that i am multiplying the 3 by 8/8, this is one, but  this way i can have the same denominator in both numbers.

24/8 - 6/8 = 18/8 = 9/4 = 8/4 + 1/4 = 2 + 1/4

so each teacher receive 2 + 1/4 reams than before.

1.8

to find the circumference of a circle you have to multiple the diameter by pi (3.14). so if you have the circumference already just switch around the equation (since you don’t know the diameter) to 10.99 divided by 3.14 to find the diameter and you get 3.5. but thats the diameter and you have to find the radius so divide 3.5 by two and you get 1.75 and 1.75 rounded to the nearest tenths is 1.8

Answer is provided in the image attached.

Answer:

the answer is A

Step-by-step explanation:

Answer:

(-1,5)

Step-by-step explanation:

(?,0)

(-1,0)

(5,0)

Answer:

Step-by-step explanation:

Given two parametric equations [tex]x(t)[/tex] and [tex]y(t)[/tex], the first derivative can be found using the following equation:

[tex]\frac{dy}{dx} = \frac{\frac{dy}{dt}}{\frac{dx}{dt}}[/tex]

In this problem, [tex]x(t) = 3e[/tex] and [tex]y(t) = 3^{3t} - 1[/tex]. Finding the derivative of each of these functions with respect to [tex]t[/tex] gives us the following:

[tex]\frac{dx}{dt} = 0[/tex]

[tex]\frac{dy}{dt} = 3^{3t + 1}\log{3}[/tex]

Because [tex]\frac{dx}{dt} = 0[/tex], that means the function is a vertical line and has an infinite first derivative.

Final answer:

The first derivative of the x-component is zero, and the first derivative of the y-component is 27. The second derivatives of both components are zero.

Explanation:

To find the first and second derivatives of the function defined by the parametric equation, we need to differentiate each component with respect to the parameter (in this case, t). Let's start with x = 3e, which is a constant, so its derivative is zero. Next, let's differentiate y = 3^3t - 1. The derivative of 3^3t with respect to t is (3^3)(1) = 27, and since the derivative of -1 with respect to t is 0, the y-component's derivative is 27.

Now, to find the second derivative, we differentiate the derivatives we found. The second derivative of x is still zero since the first derivative is zero. The second derivative of y (27) is also zero since it is a constant. Therefore, the first and second derivatives of the parametric equation are dx/dt = 0 and dy/dt = 27, respectively.

Answer:

A proof that square root of 2 is irrational. ... An equation x² = a, and the principal square root ... The number under the radical sign is called the radicand. ... the given square numbers, each product of square numbers is equal to what square ... are relatively prime -- and it will be impossible to divide n· n into m· m and get 2.

Step-by-step explanation:

Rational numbers are numbers that can be represented as a fraction of two integers. For [tex]\sqrt{76 + n}[/tex] and [tex]\sqrt{2n + 26}[/tex] to be rational, the smallest value of n is 5

Given that:

[tex]\sqrt{76 + n}[/tex] and [tex]\sqrt{2n + 26}[/tex] --- correct expressions

For both numbers to be rational, we should be able to represent the numbers as a fraction of two integers.

There are no straight ways to solve this, except trial by error.

When [tex]n = 1[/tex]

[tex]\sqrt{76 + n} = \sqrt{76 + 1} = \sqrt{77} = 8.77496.......[/tex]

The above is not rational

When [tex]n = 2[/tex]

[tex]\sqrt{76 + n} = \sqrt{76 + 2} = \sqrt{78} = 8.83176......[/tex]

The above is not rational

When [tex]n = 3[/tex]

[tex]\sqrt{76 + n} = \sqrt{76 + 3} = \sqrt{79} = 8.88819......[/tex]

The above is not rational

When [tex]n = 4[/tex]

[tex]\sqrt{76 + n} = \sqrt{76 + 4} = \sqrt{80} = 8.944271......[/tex]

The above is not rational

When [tex]n = 5[/tex]

[tex]\sqrt{76 + n} = \sqrt{76 + 5} = \sqrt{81} = 9[/tex]

The above is rational

So, we try [tex]n = 5[/tex] for the second expression

[tex]\sqrt{2n + 26} = \sqrt{2\times 5 + 26} = \sqrt{10 + 26}=\sqrt{36}= 6[/tex]

The above is also rational

Hence, the smallest value of n that makes each of the expression rational is [tex]n = 5[/tex]

Read more about rational numbers at:

https://brainly.com/question/3386568

Answer:

x = - 4

Step-by-step explanation:

Given

2(x - 8) = x + 5x ← distribute left side and simplify right side

2x - 16 = 6x ( subtract 6x from both sides )

- 4x - 16 = 0 ( add 16 to both sides )

- 4x = 16 ( divide both sides by - 4 )

x = - 4

keeping in mind that perpendicular lines have negative reciprocal slopes, let's find the slopes of these two, if they're indeed perpendicular, they'll be negative reciprocal of each other, meaning one slope will be the same as the other, but negative and upside-down, and thus their product will just be -1.

[tex]\bf (\stackrel{x_1}{-2}~,~\stackrel{y_1}{-1})\qquad (\stackrel{x_2}{1}~,~\stackrel{y_2}{-4}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-4}-\stackrel{y1}{(-1)}}}{\underset{run} {\underset{x_2}{1}-\underset{x_1}{(-2)}}}\implies \cfrac{-4+1}{1+2}\implies \cfrac{-3}{3}\implies \boxed{-1} \\\\[-0.35em] ~\dotfill[/tex]

[tex]\bf (\stackrel{x_1}{5}~,~\stackrel{y_1}{-3})\qquad (\stackrel{x_2}{-2}~,~\stackrel{y_2}{-8}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-8}-\stackrel{y1}{(-3)}}}{\underset{run} {\underset{x_2}{-2}-\underset{x_1}{5}}}\implies \cfrac{-8+3}{-7}\implies \cfrac{-5}{-7}\implies \boxed{\cfrac{5}{7}}[/tex]

well, 5/7 is not the negative reciprocal of -1.

Answer:

vertex = (4, - 25 )

Step-by-step explanation:

Given a quadratic function in standard form : f(x) = ax² + bx + c : a ≠ 0

The the x- coordinate of the vertex is

[tex]x_{V}[/tex] = - [tex]\frac{b}{2a}[/tex]

f(x) = x² - 8x - 9 ← is in standard form

with a = 1, b = - 8, thus

[tex]x_{V}[/tex] = - [tex]\frac{-8}{2}[/tex] = 4

Substitute x = 4 into f(x) for corresponding value of y

f(4) = 4² - 8(4) - 9 = 16 - 32 - 9 = - 25

vertex = (4, - 25 )

Answer:

vertex is (4,-25)

Step-by-step explanation:

[tex]f(x) = x^2 - 8x - 9[/tex]

To find out the vertex we use formula

[tex]x=\frac{-b}{2a}[/tex]

From the given f(x), the value of a=1, b=-8 and c=-9

Plug in the values in the formula

[tex]x=\frac{-(-8)}{2(1)}[/tex]

x=4

Now find the value of y

plug in 4 for x in f(x)

[tex]f(4) = 4^2 - 8(4)- 9=-25[/tex]

The value of y is -25

The vertex is (4,-25)

Answer:

3

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

[tex]3.15.\frac{1}{15}\\\\3.\frac{15}{15}\\\\3.1\\\\3[/tex]

Based on Kendra's random selection of 1,000 ninth graders in Florida and finding their average height to be 65 inches, we can make the assumption that the approximate average height of all ninth-grade students in Florida is close to 65 inches.

We have,

The assumption is based on the principle of random sampling, where a representative sample from a larger population can provide valuable insights into the characteristics of the entire population.

By randomly selecting 1,000 ninth graders, Kendra aimed to ensure that the group accurately represents all ninth-grade students in Florida.

While there might be some variation or margin of error, the average height of the sampled group can provide a reasonable estimate of the average height of all ninth-grade students in Florida.

Therefore,

Based on the random sample, we can assume that the approximate average height of all ninth-grade students in Florida is around 65 inches.

Learn more about random samples here:

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Answer:

He buy 12 eggs from grocery.

Because,

1 dozen of a thing(x) = 12 things(x)

#$# HOPE YOU UNDERSTAND #$#

#$¥ THANK YOU ¥$#

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Answer:

answer to question a is -14

answer to question b is 10

answer to question c is -56

answer to question d is -18

Step-by-step explanation:

Answer:

The answer to your question is below

Step-by-step explanation:

Absolute value of  a number, is the value without considering its sign. For example, when we measure distance, we do not say -50 meters, we say "50 meters" because for distance, do not exist negative values.

(A) What is the absolute value of |-10 + -4|

                        | - 10 + -4|  = | - 10 - 4| = | - 14 | = 14

(B) what is the absolute value of |5+2|

                        | 5 + 2 | = |7| = 7

(C) what is the absolute value of |--8.7|

                           | - - 8.7 | = | 8.7 | = 8.7

(D) what is the absolute value of -|-9.2|

                         - | - 9.2 | = - 9.2

Answer:

y = 1.862x − 0.138

Step-by-step explanation:

The equation of the least squares regression line is ŷ = -173.51 + 4.83x.

The equation of the least squares regression line for a data set is represented as ŷ = a + bx, where a is the y-intercept and b is the slope of the line. To calculate the values of a and b, you minimize the sum of squared errors (SSE). Using calculus, you can determine the values that make SSE a minimum. In this case, the equation of the least squares regression line is ŷ = -173.51 + 4.83x.

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Answer:

I believe it's D.

Step-by-step explanation:

if you add 237 + 228 you get 455. 455 divide by 2 is 227.5 which doesn't make it even.