A)400
B)500
C)550
D)560

Answer:

Number of songs played in commercial are 7 and  Number of songs played in movie are 5.

Step-by-step explanation:

Let Number of songs played in commercial be x

and Number of songs played in movie be y.

Total number of songs played =12

Hence,

[tex]x+y=12\ \ \ \ equation \ 1[/tex]

Also

Cost for songs played in commercial = $50

Cost for  songs played in movie = $130

Total Money earned = $1000

Hence,

[tex]\$50x+\$130y=\$1000[/tex]

Dividing by 10 on both side we get;

[tex]\$5x+\$13y=\$100\ \ \ \ equation \ 2[/tex]

Now multiplying equation 1 by 5 we get;

[tex]5x+5y=60 \ \ \ \ equation \ 3[/tex]

Now Subtracting equation 3 from equation 2 we get;

[tex](5x+13y=100)- (5x+5y=60)\\8y=40\\y=\frac{40}{8}=5[/tex]

y = 5

x + y = 12

x + 5 = 12

x = 12 - 5

x = 7

Hence, Number of songs played in commercial are 7 and  Number of songs played in movie are 5.

Answer:

Last year: length of 4 meters  

This year: width of 10 meters and a length of 12 meters

Step-by-step explanation:

Answer:

353

Step-by-step explanation:

355-42=x-40

I just need to subtract 2 from 355 to get x because I subtracted 2 from 42 to get 40.

355-2=353=x

Answer:

2:7

Step-by-step explanation:

There are 4 boys and 14 total students. That ratio is 4:14, and to find the simplest form you divide both numbers by the greatest common factor, which is 2. That leaves you with 2:7, the final answer.

Answer: simple just put boys=4ovrwhole class =14 put it in fraction 4/14 simplify you get 2/7

Step-by-step explanation:

Answer:

y=1/2x+5

Step-by-step explanation:

y-y/x-x for slope

4-3/-2-(-4) 1/2

Answer:

y= --2/4+5

Step-by-step explanation:

Answer: 5/8 11/12 3/10 I think

Step-by-step explanation:

Find common denominators (LCM is 120).

3/10 = 36/120

11/12 = 110/120

5/8 = 75/120

Now, we can put them from least to greatest.

3/10, 5/8, 11/12

______

Best Regards,

Wolfyy :)

Answer:

x=y^2

Step-by-step explanation:

cause the definition of equation is one x correspond to one y,but one y can correspond to 2 x,

the picture I give to you a x correspond to 2 y

The function that does not represent the straight curve and has a varying rate of change are nonlinear functions.

Functions are the relationship between sets of values. e g y=f(x), for every value of x there is its exists in a set of y. x is the independent variable while Y is the dependent variable.

here,
According to the question,
A nonlinear equation is given as,
y = x²

Now plotting the curve,
When we see that the relationship does not contain a straight line, and has a varying rate of change are nonlinear functions.
So this function is not linear.

Thus, the function that does not represent the straight curve and has a varying rate of change are nonlinear functions.

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Answer:

D. y= -4x +5

Step-by-step explanation:

To find the equation that is equivalent to y + 3 = -4(x - 2), we need to simplify and rearrange the equation to the standard y = mx + b form.

To find the equation that is equivalent to y + 3 = -4(x - 2), we need to simplify and rearrange the equation to the standard y = mx + b form. Here are the steps:

Therefore, the equation that is equivalent to y + 3 = -4(x - 2) is -4x + y = 5.

Answer: 1.5

Step-by-step explanation:

0.72 • 2 = 1.5

Answer:1.50

Step-by-step explanation: 75•2 = 1.50

Well, first find out what 20% of $15 is.

20% x $15 = $3

Take that from the original price.

$15-$3=$12

You can look them up on here or other apps/websites.

Answer:

24.5

Step-by-step explanation:

20 + 140-50/20

= 20 + 4.5

=24.5

The solution of inequality would be -

c ≥ 1.95

In mathematics, an inequality is a relation which makes a non-equal comparison between two numbers or other mathematical expressions. There are two types of inequalities namely strict and slack inequalities.

We have the following inequality -

20 ≥ −3.2(c − 4.3)

It is given that -

20 ≥ −3.2(c − 4.3)

−3.2(c − 4.3) ≤ 20

-3.2c + 13.76 ≤ 20

-3.2c ≤  20 - 13.76

-3.2c ≤  6.24

c ≥ 1.95

Therefore, the solution of inequality would be -

c ≥ 1.95

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The answer you’re looking for is: simplify.

When you rewrite an expression, we are simplifying it. We first use the distributive property through any groupings symbols, then evaluate terms we exponent that are given. Lastly, we combine any like terms, weather they are constants or variables.

Hope this helps! :)

Answer:

It is simplify. It is what you do when like terms are combined in order to get your answer.

Hope this helps!

good morning,

Answer:

2,6,18

Step-by-step explanation:

6/2=3 and 18/6=3 then 2,6,18 represent a geometric series.

6/2=3 and 10/6≠3 then 2,6,10 doesn’t represent a Géométric series.

:)

Answer:This can be checked by the following steps;

Step-by-step explanation:

The pair (1,2) is a solution to the inequality 6x - y > 3 because when these values are substituted into the inequality, the result is 4 > 3, which is a true statement.

The question is asking if the pair of numbers (1,2) is a solution to the inequality 6x - y > 3. We can evaluate this by substituting the pair of values (1, 2) into the inequality in place of x and y. This gives us 6*1 - 2 > 3, or 6 - 2 > 3, which simplifies to 4 > 3. Since 4 is indeed greater than 3, we can conclude that the pair (1,2) is a solution to the inequality 6x - y > 3.

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The function would be h = 270 - 2.5s, where h is the height (in feet) and s it the time (in seconds) that has passed.

The 270 represents the initial value, which is given. We are told that the initial height of the block is 270 feet.

2.5s represents the feet that it has descended. We know the block is lowered at a rate of 2.5 feet per second. Multiplying this by s, the time, will give us how much it has descended.

The height at any point is can be given by function f(s) = 270 - 2.5s.

Given to us,

concrete block top height, H = 270 feet,

speed of the block, v = 2.5 feet/second,

We know that  [tex]\rm \bold{speed = \dfrac{Distance}{Time} }[/tex],

thus,  [tex]\rm \bold{Distance = speed\times Time}[/tex]

So, we can write, height (distance from the top height) covered is "s" seconds as,

[tex]\bold{h = v \times s}=\bold{2.5\times s} = \rm \bold{2.5s}[/tex]

therefore, we can write,

Height at any point = Top height - height covered

                                 = 270 - 2.5s

Hence, the height at any point is can be given by function f(s) = 270 - 2.5s.

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y = 17.5 when x = 5

Step-by-step explanation:

When two variables are in direct proportion i.e. change in one variable causes change in other variable it can be expressed mathematically as:

y∝x

when the proportionality symbol is removed a proportionality constant is introduced

So,

[tex]y = kx[/tex]

Putting y = 7 and x = 2

[tex]7 = k * 2\\k = \frac{7}{2}\\k = 3.5[/tex]

So the expression will be:

[tex]y = 3.5x[/tex]

Now putting x = 5

[tex]y = 3.5 * 5\\y = 17.5[/tex]

Hence,

y = 17.5 when x = 5

Keywords: Proportion, variables

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Answer:

(2, 120° )

Step-by-step explanation:

To convert from rectangular to polar form, that is

(x, y) → (r, Θ ), use

r = [tex]\sqrt{x^2+y^2}[/tex]

Θ = [tex]tan^{-1}[/tex]( [tex]\frac{y}{x}[/tex])

here (x, y ) = (- 1, [tex]\sqrt{3}[/tex])

r = [tex]\sqrt{(-1)^2+(\sqrt{3} }[/tex] )^2

  = [tex]\sqrt{1+3}[/tex] = [tex]\sqrt{4}[/tex] = 2

Θ = [tex]tan^{-1}[/tex]([tex]\sqrt{3}[/tex]) = 60° ← related acute angle

Note (- 1, [tex]\sqrt{3}[/tex]) is in the second quadrant so Θ must be in the second quadrant.

Θ = 180° - 60° = 120°

(- 1, [tex]\sqrt{3}[/tex]) → (2, 120°)

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

The polar form of a Cartesian coordinates is given by (r, @) where r = √x^2 + y^2

@ = tan^-1 y/x

r = √-1^2 + √3^2

r = √4

r= 2

@ = tan ^-1 √3/-1 -tan √3/1 = -60°

@ = 180-60 = 120°

Using the rational exponent property, an equivalent expression for[tex]\(x^{3/4}\[/tex]  can be written as[tex]\(\sqrt[4]{x^3}\).[/tex]

The rational exponent property states that for any real number a and positive integer[tex]\(n\), \(a^{m/n} = \sqrt[n]{a^m}\)[/tex] . Applying this property to the given expression[tex]\(x^{3/4}\[/tex] ), where (m = 3) and (n = 4), we can rewrite it as [tex]\(\sqrt[4]{x^3}\)[/tex] . This is derived by taking the fourth root of [tex]\(x^3\),[/tex]  which is equivalent to raising [tex]\(x^3\)[/tex] to the power of[tex]\(1/4\).[/tex]

To further understand this, consider the original expression [tex]\(x^{3/4}\).[/tex] This represents the fourth root of [tex]\(x^3\)[/tex] , as the numerator 3 indicates the power to which x is raised, and the denominator 4 indicates the root. Expressing it as [tex]\(\sqrt[4]{x^3}\)[/tex] provides a clearer representation of the same mathematical concept, emphasizing the fourth root of [tex]\(x^3\).[/tex]

In mathematical notation, the rational exponent property is a useful tool for simplifying expressions involving fractional exponents. It allows us to transform expressions between radical form and exponent form, providing flexibility in mathematical manipulations and aiding in the understanding of the underlying concepts.

Answer:

16 times 1440= 23040 blinks a day

Step-by-step explanation:

So umm... 16 blinks a minute so for every minute is 16 blinks so just multiply the 1440 minutes so yeah..

Answer:

[tex]\large\boxed{\dfrac{2}{5}}[/tex]

Step-by-step explanation:

[tex]\text{The product of the number and its reciprocal gives us 1.}\\\text{Reciprocal of }\ \dfrac{5}{2}\ \text{is equal}\ \dfrac{2}{5}.\\\\\dfrac{5}{2}\times\dfrac{2}{5}=\dfrac{5\!\!\!\!\diagup}{2\!\!\!\!\diagup}\times\dfrac{2\!\!\!\!\diagup}{5\!\!\!\!\diagup}=\dfrac{1}{1}\times\dfrac{1}{1}=1\times1=1[/tex]

Answer:

[tex]BE=15\ units[/tex]

Step-by-step explanation:

we know that

In a rhombus the diagonals are perpendicular

so

The triangle ABE is a right triangle

see the attached figure to better understand the problem

Applying the Pythagoras Theorem to the right triangle ABE

[tex]AB^2=AE^2+BE^2[/tex]

where

AB is the hypotenuse of the right triangle (greater side)

AE and BE are the legs of the right triangle

we have

[tex]AB=17\ units\\AE=8\ units[/tex]

substitute

[tex]17^2=8^2+BE^2[/tex]

solve for BE

[tex]289=64+BE^2[/tex]

[tex]BE^2=289-64[/tex]

[tex]BE^2=225[/tex]

[tex]BE=15\ units[/tex]

Answer:

C) 16

Step-by-step explanation:

Answer:

The total number of students actually went for skiing is 0.75 times the total students .

Step-by-step explanation:

Given as :

Some Students were surveyed about their wither break plans.

The percentage of students who actually did not go for skiing = 25 %

So , The percentage of students who actually go for skiing = 100 % of students - 25 %

I.e The percentage of students who actually go for skiing = 75 %

Let The total number of students = x

So, out of x students , The The percentage of students who actually go for skiing = 75 % of the total students

I.e The The percentage of students who actually go for skiing = 75 % of x

Or, The The percentage of students who actually go for skiing = 0.75 × x

So, The number of students for skiing = 0.75 x

Hence The total number of students actually went for skiing is 0.75 times the total students . Answer

yes because in a standard form that that equation is in, it'd be y=mx=b. the m represents the constant of proportionality or the rate of change. another name for it is the slope. in this case, the 9/5 is the m & c is x. meaning that, there is one & it is 9/5

Answer:

The graph is shown below.

The time to make the taste to half is 4.265 s.

Step-by-step explanation:

Given:

Initial value of the taste is, [tex]Q_0=1[/tex]

Therefore, the quality of taste over time 't' is given as:

[tex]Q(t)=Q_0(0.85)^t\\Q(t)=1(0.85)^t[/tex]

Now, when the taste reduces to half, [tex]Q=0.5[/tex]

Therefore,

[tex]0.5=1(0.85)^t[/tex]

Taking natural log on both the sides, we get:

[tex]\ln(0.5)=\ln(0.85)^t\\\ln(0.5)=t\ln(0.85)\\t=\frac{ln(0.5)}{\ln(0.85)}=4.265\ s[/tex]

Therefore, the time to make the taste to half is 4.265 s.

Answer:

b is the right answer

Step-by-step explanation:

because the ratio of 98÷10=9.8

when we did the ration of 1078÷110=9.8

we can say that both ratio is same.

Answer: [tex]\frac{98}{10}[/tex] ; x = 110

Step-by-step explanation:

Since the ratio of weight to mass is constant , it implies:

[tex]\frac{490}{50}[/tex] = [tex]\frac{1078}{x}[/tex]

490x = 1078 X 50

490x = 53900

x = 53900/490

x = 110

Therefore the ratio of weight to mass will be :

1078/110

98/10

Answer:

No

Step-by-step explanation:

For the relation to be a function

Each value of x from the domain ( values on left ) must map to exactly one unique value of y in the range ( values on the right )

Here x = 0 → 0 and 1 ( that is 2 values from the range )

Thus this does not represent a function

Answers:

110

95

80

65

75

Yay