Carmen y Carlos hacen pizzas para vender. La materia prima necesaria para hacer una pizza grande les cuesta $5.00 y para una pizza pequeña $3.00. Si disponen de $570.00 y quieren hacer 150 pizzas, ¿cuántas pizzas de cada tamaño podrán hacer?

Answer:

(16x^2-1) can be factored over integers so, Option C is correct.

Step-by-step explanation:

Given: 256x^4y^2-y^2

Factorizing the given expression:

Taking y^2 common

=y^2(256x^4-1)

Using formula: a^2-b^2 = (a-b)(a+b)

=y^2((16x^2)^2-(1)^2)

y^2(16x^2+1)(16x^2-1)

y^2(16x^2+1)((4x)^2-(1)^2)

y^2(16x^2+1)(4x-1)(4x+1)

Since (16x^2-1) can be factored over integers so, Option C is correct.

Answer:

A. f(x)=155-6x

B. Plug in x=8 and solve.

Step-by-step explanation:

-we can develop an equation for this by first realizing that each week, the sales decrease by 6. thus, we know the amount of sales decreases by 6 every week so we know the formula is: the initial sales amount-6x (x being whatever week).

-we can find the initial amount by noting i=initial sales amount and using the Info from the first week.

149=i-6(1)

155=I

thus, the formula: f(x)=155-6x

- we can plug in 8=x to predict the sales amount on the eighth week:

155-6(8)

155-48

sales on eighth week=107

Answer:

k=6

Step-by-step explanation:

As stated, x=2/3, so you need to eval in the whole expression given

[tex]k*x^{2} -x-2=0[/tex]

which becomes the following>

[tex]k*(\frac{2}{3}) ^{2}-\frac{2}{3} -2=0\\[/tex]

Solving for K gives>

[tex]k=(2+\frac{2}{3})*\frac{9}{4}\\k=(\frac{9}{2} +\frac{3}{2})[/tex]

[tex]k=\frac{12}{2}[/tex]

Step-by-step explanation:

Tally means you write the number of marks of terms that fall in between every range you see.

Ex: Age 40 [36 - 40]; Tally: I; Frequency: 1

What I just did was find one term that fell in between the range of 36-40. See if you can do the rest using this example, and as always, I am joyous to assist anyone at any time!!!

1. Total teachers: 38

2. Teachers older than 35: 9

3. Teachers aged 31-40: 7

4. Most populated age range: 21-25 and 26-30 (5 teachers each)

5. Teachers younger than 31: 7

To complete the frequency table, we count the number of occurrences of each age within the given ranges:

Age Range        Tally                     Frequency

-----------------------------------------------------------

16-20                ||                           2

21-25                |||||                    5

26-30                |||||                    5

31-35                |||||                    5

36-40                ||                           2

41-45                ||                           2

46-50                |||||                    5

-----------------------------------------------------------

Now, let's answer the questions:

1. There are 38 teachers at Accelerate Education. (Count the total frequency)

2. To find the number of teachers older than 35, we sum the frequencies of the age ranges 36-40, 41-45, and 46-50. 2 + 2 + 5 = 9.

3. To determine the number of teachers between the ages of 31 and 40, we sum the frequencies of the age ranges 31-35 and 36-40. 5 + 2 = 7.

4. The age range with the highest frequency is 21-25 and 26-30, each with 5 teachers.

5. To find the number of teachers younger than 31, we sum the frequencies of the age ranges 16-20 and 21-25. 2 + 5 = 7.

The question probable maybe:

(Given in the attachments)

Area of a circle is found using the formula: Area = π * r^2

Using 3.14 for π

Area of the bull'e eye = π * 2^2 = 4π = 4 * 3.14 = 12.56 square inches.

This is 20% of the entire target.

To find the area of the entire target, divide the area of the bull's eye by the percentage:

Area = 12.56 / 0.20 = 62.8 square inches.

Round the answer as needed.

Answer:

Area of target = 62.8 inch²

Step-by-step explanation:

A bull’s-eye with a 4-inch diameter covers 20 percent of a circular target.

Diameter of bull's eye = 4 inch

[tex]\texttt{Area of bull's eye = }\frac{\pi\times 4^2}{4}=12.56inch^2[/tex]

Given that  bull’s-eye covers 20% of circular target.

[tex]\texttt{Area of bull's eye = }\frac{20}{100}\times \texttt{Area of target}\\\\\texttt{Area of target}\times 0.2=12.56\\\\\texttt{Area of target}=\frac{12.56}{0.2}=62.8inch^2[/tex]

Area of target = 62.8 inch²

Answer:

(3,3)

(-5,19)

Step-by-step explanation:

y= x^2 - 6

y=-2x + 9

Set the two equations equal to each other y=y

x^2 - 6  =-2x + 9

Add 2x to each side

x^2 +2x- 6  =-2x+2x + 9

x^2 +2x- 6  = 9

Subtract 9 from each side

x^2 +2x- 6-9  =9- 9

x^2 +2x- 15 =0

Factor the left hand side

What 2 numbers multiply to -15 and add to 2

-3 *5 = -15

-3+5 = 2

(x-3) (x+5) =0

Using the zero product property

x-3 =0        x+5 =0

x=3             x=-5

Now we find y for each x

x=3

y=-2(3) + 9 = -6+9 =3

(3,3)

x=-5

y=-2(-5) + 9 = 10+9 =19

(-5,19)

Answer:

10d cents.

Step-by-step explanation:

This is an everyday mathematics question, in which the value of the currency has to be known. It is a fact that:

1 dime = 10 cents and 1 cent = 1/10 dimes

These relationships can be used to determine the value of the dimes in terms of cents and the value of the cents in terms of dimes respectively. In the question, it is given that there are d dimes. Therefore, using the first formula, it can be inferred that:

d dimes = 10*d cents.

So, the value of d dimes in cents is 10d cents!!!

Answer:

(10 2/3, 5)

Step-by-step explanation:

1/2 x + 1/3y = 7

1/4x + 2/3y = 6

I do not like fractions so I will multiply the first equation by 6 and the second equation by 12 to eliminate the fractions.

6(1/2 x + 1/3y) = 7*6

Distribute

3x+2y = 42

Now the second

12(1/4x + 2/3y) = 6*12

3x+8y = 72

My system of equation is

3x+2y = 42

3x+8y = 72

Subtracting the second from the first

3x+2y = 42

-3x-8y = -72

-------------------

  -6y = -30

Divide by -6

-6y/-6 = -30/-6

y =5

Substituting into 3x+2y = 42

3x+2(5) = 42

3x+10 =42

Subtracting 10 from each side

3x+10-10 =42-10

3x= 32

Dividing by 3

3x/3 = 32/3

x = 32/3 or 10 2/3

Answer:

10 2/3, 5)

Step-by-step explanation:

1/2 x + 1/3y = 7

1/4x + 2/3y = 6

I do not like fractions so I will multiply the first equation by 6 and the second equation by 12 to eliminate the fractions.

6(1/2 x + 1/3y) = 7*6

Distribute

3x+2y = 42

Now the second

12(1/4x + 2/3y) = 6*12

3x+8y = 72

My system of equation is

3x+2y = 42

3x+8y = 72

Subtracting the second from the first

3x+2y = 42

-3x-8y = -72

-------------------

 -6y = -30

Divide by -6

-6y/-6 = -30/-6

y =5

Substituting into 3x+2y = 42

3x+2(5) = 42

3x+10 =42

Subtracting 10 from each side

3x+10-10 =42-10

3x= 32

Dividing by 3

3x/3 = 32/3

x = 32/3 or 10 2/3

Answer:

The correct answer is f(x) =1/2 x + 6

Step-by-step explanation:

We have to convert the equation of line in the form of a function to compare with the options

Given equation of line is:

[tex]y-8=\frac{1}{2}(x-4)\\ Distributing\ 1/2\\y-8=\frac{1}{2}x-(4)(\frac{1}{2})\\y-8=\frac{1}{2}x-2\\y=\frac{1}{2}x-2+8\\y=\frac{1}{2}x+6[/tex]

Therefore, the correct answer is f(x) =1/2 x + 6  ..

Answer:

You can use photo math it does all the math for you and explains why.

Hope this helps!

Step-by-step explanation:

Final answer:

For creating rectangular shaped fractions, Adobe Photoshop or Illustrator can be utilized for graphic designs, while EquatIO is fitting for educational materials involving math. Microsoft Word is another option that includes a built-in equation editor for such purposes.

Explanation:

If you are looking for an app that allows you to create graphics featuring rectangular shaped fractions, there are a few different tools that may be useful depending on your specific needs. For instance, graphic design apps like Adobe Photoshop or Illustrator have the capability to create almost any shape including rectangles, allowing you to design custom graphics that include fractions in any way you desire. If your goal is specifically to create educational materials, a math-oriented tool like EquatIO might be more suitable. This particular app is designed to help create mathematical equations, graphs, and shapes which can then be inserted into documents, making it very useful for educational purposes.

Additionally, if you're just looking to type fractions in a rectangular format for reports or presentations, you might consider using a word processor with good equation support, such as Microsoft Word, which includes a built-in equation editor that allows for the creation of rectangle shaped fractions and other mathematical notations. Always be sure that you have the appropriate licenses and access to these pieces of software before using them for any purpose.

Answer:

x = 20

Step-by-step explanation:

The converse of the same side exterior angles theorem states that when two same side exterior angles are supplementary, the two lines they are on are parallel.

So that means that 5x + 9 and 3x + 11 are supplementary.

Therefore, 5x + 9 + 3x + 11 = 180.

Add like terms: 8x + 20 = 180

Subtract: 8x = 160

Divide: x = 20

Answer:

*To be honest, we have a bunch of ways to find x, but I'm only going to use one.

So in order for A║B, we need the outer angle of these two lines but on the opposite sides to be equal, which means:

   5x + 9 = 180 - (3x + 11)

⇔ 5x + 3x = 180 - 9 - 11

⇔ 8x         = 160

⇔ x            = 160/8 = 20

So x is equal to 20.

The equation (x+5)^2 + (y+7)^2=81 is a variation of a circles standard formula (x - h)^2 + (y - k)^2 = r^2

The center of the circle is found by (h, k)

In this case:

h = -5

k = -7

Therefore the center is:

(-5, -7)

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

x can be 0, -1/3, 8 or -2

Step-by-step explanation:

the equation is already expressed in factor form:

-2x(3x+1)(x-8)(x+2)=0​

Simply equate each of the factors to zero

i.e

-2x = 0 ----------> x = 0

3x+1 = 0 ----------> x = -1/3

x-8 = 0 ----------> x = 8

x+2 = 0 ----------> x = -2

Answer:

Step-by-step explanation:

Just as a hint. On this editor, you have to use brackets a lot. We cannot be certain what you mean. I'm going to interpret the question one way, but there are others.

√(5x - 7) = √(3x + 5)

Square both sides.

(√(5x - 7) )^2 = (√(3x + 5) )^2

5x - 7 = 3x  + 5            

Add 7 to both sides.

5x - 7 + 7 = 3x + 5 + 7

Combine

5x = 3x + 12

Subtract 3x from both sides.

5x - 3x = 3x -3x + 12

Combine

2x = 12

Divide by 2

2x/2 = 12/2

x = 6

This confirms that x = 6 is indeed a solution. No other solutions are found, and so x = 6 is the unique solution to the problem.

The solution to the equation (square root 5x-7)= (square root 3x+5) requires squaring both sides to eliminate the square roots and then solving the resulting quadratic equation. We begin by squaring each side:

( square root 5x-7)2 = ( square root 3x+5)2

5x - 7 = 3x + 5

We move all terms to one side to obtain a standard quadratic equation form:

5x - 3x = 5 + 7

2x = 12

x = 6

However, because we squared both sides, we must check the solution in the original equation to ensure it does not produce extraneous solutions. Substituting x = 6 into the original equation, we get:

(square root 5(6)-7) = (square root 3(6)+5)

( square root 30-7) = ( square root 18+5)

square root 23 = square root 23

This confirms that x = 6 is indeed a solution. No other solutions are found, and so x = 6 is the unique solution to the problem.

B. 46 feet because 132/12=11 and 12+12+11+11=46

Answer:

Choice D

Step-by-step explanation:

You are given for graphs.

A. This graph is translated graph of the graph of inverse proportion function

[tex]y=\dfrac{k}{x}.[/tex]

B. This graph is the graph of linear function

[tex]y=kx+b.[/tex]

C. This graph is the graph of quadratic function

[tex]y=(x-a)^2.[/tex]

D. This graph is the graph of logarithmic function

[tex]y=\log_ax.[/tex]

Check the picture below.

Answer:

[1, 1]

Step-by-step explanation:

When you plug in these coordinates, you will see that 4 + 2 = 6.

I am joyous to assist you anytime.

Answer:

[tex]\large\boxed{y=-\dfrac{1}{2}x+b,\ \text{wher}\ b\in\mathbb{R}.}[/tex]

Step-by-step explanation:

[tex]\text{Let}\ k:y=m_1x+b_1,\ l:y=m_2x+b_2\\\\l\ \perp\ k\iff m_1m_2=-1\to m_2=-\dfrac{1}{m_1}\\\\l\ \parallel\ k\iff m_1=m_2\\==========================\\\\\text{The slope-intercept form of an equation of a line:}\\\\y=mx+b\\\\m-slope\\b-y-intercept\\==========================\\\\\text{We have the equation of the line:}\ y=2x+17\to m_1=2.\\\\\text{Therefore}\ m_2=-\dfrac{1}{2}.\\\\\text{The equation of a line:}\ y=-\dfrac{1}{2}x+b,\ \text{wher}\ b\in\mathbb{R}.[/tex]

Without additional context or a diagram, it is not possible to determine the measure of angle XYZ from the information provided.

You have asked for the measure of angle XYZ but did not provide a specific diagram or context for angle XYZ. To determine the measure of an angle, one would typically need additional information such as the measures of other angles, the type of geometric figure involved, or an algebraic expression representing the angle.

Based on the information given, which does not directly provide an angle measure for XYZ, it is not possible to accurately determine the measure of angle XYZ. The listed measures (30.1°, 48.7°, 31.1°, 23.6°, 53.1°, etc.) represent other angles or calculations from different problems and cannot be used to infer the measure of angle XYZ without additional context.

Answer:

35

Step-by-step explanation:

To calculate the mean(average) of a data set, add all of the numbers together and then divide by the amount of points you have.

Mean = (16+32+41+54+32)/5 because there are 5 numbers you are adding.

To find the mean of a set of data you must add the data together then divide the sum by the number of data in the set.

Step 1: Adding together the data

16 + 32 + 41 + 54 + 32 = 175

Step 2: Count how many number there are in the data set

There are 5 numbers in this data set

Step 3: Divide the sum of the data by the number of data in the set

175 ÷ 5 = 35

The mean of this data set is 35

Hope this helped!

~Just a girl in love with Shawn Mendes

Answer:

B

Step-by-step explanation:

drawing from a sample space without replacement is a dependent event. subsequent draws depends on the result of previous draws

Answer:

y=px^2/4

Step-by-step explanation:

Answer:

$17.85

Step-by-step explanation:

Let the dollar amount per shirt be represented by s.

Let the dollar amount per pants be represented by p.

You have the following system:

3s+2p=104.81

2s+1p=61.33

If I multiply the bottom equation by -2, I can set the system up for elimination since the equations are already and the same form and I will have 2p and -2p in the same column there.  2p+(-2p)=0

Multiplying equation 2 by -2:

3s+2p=104.81

-4s-2p=-122.66

-----------------------Add the equations:

-1s      =-17.85

Multiply both sides by -1:

s=17.85

So one shirt cost $17.85

Answer:

D. -2, -1

Step-by-step explanation:

[x + 1][x + 2] = 0

Additive Inverses always result in 0, so straight off the bat, you know that your zeros are the above answers.

I am joyous to assist you anytime.

Answer:

Step-by-step explanation:

The unknown [tex]x[/tex] and the numbers are mixed in the given equation. However, in the desired equation, the left-hand side contains only the unknown while the right-hand side contains only numbers.

Start with the given equation. That's statement 1.

The question chooses to move the number [tex]-2[/tex] from the right-hand side of the equation to the left-hand side in statement 2. This change can be done by adding [tex]2[/tex] (the opposite of [tex]-2[/tex]) to both sides of the equation.  

In statement 3, The question moves the term with the unknown [tex]4x[/tex] from the left-hand side of the equation to the right-hand side. This change can be done by adding [tex]-4x[/tex] (the opposite of [tex]4x[/tex]) to both sides of the equation.

The coefficient of the unknown [tex]x[/tex] in statement 3 is [tex]2[/tex]. In statement 4, the question turns this coefficient into [tex]1[/tex]. This change can be done by dividing both sides by the coefficient of [tex]x[/tex]. Keep in mind that multiplying both sides with the reciprocal of that coefficient, [tex]1/2[/tex], will achieve the same effect.

By the symmetric property of equality, [tex]a = b[/tex] if and only if [tex]b = a[/tex]. In other words, if [tex]3/2 = x[/tex] is true, [tex]x = 3/2[/tex] must also be true. That leads to statement 5.

This question is solved using a system of equations. I am going to say that:

Doing this, we get that: There are 4 nickels and 12 dimes.

There are 8 more dimes than nickels in the bank.

This means that: [tex]y = x + 8[/tex]

There is a total of $1.40.

Thus, for the nickels:

[tex]0.05x + 0.1y = 1.4[/tex]

Since [tex]y = x + 8[/tex]

[tex]0.05x + 0.1(x + 8) = 1.4[/tex]

[tex]0.05x + 0.1x + 0.8 = 1.4[/tex]

[tex]0.15x = 0.6[/tex]

[tex]x = \frac{0.6}{0.15}[/tex]

[tex]x = 4[/tex]

For the dimes:

[tex]y = x + 8 = 4 + 8 = 12[/tex]

There are 4 nickels and 12 dimes.

A similar question is found at https://brainly.com/question/24342899

Final answer:

To solve the problem, we use algebra to express the relationship between the number of dimes and nickels and their total value in pennies. We find that there are 4 nickels and 12 dimes in the piggy bank.

Explanation:

Calculating the Number of Dimes and Nickels

Let's denote the number of nickels as N and the number of dimes as D. According to the problem, there are 8 more dimes than nickels, which means D = N + 8. Now, we need to convert the total value of coins into pennies because there are 100 pennies in one dollar.

The value of nickels and dimes in pennies is 5N (for nickels) and 10D (for dimes), respectively. Since the total amount is $1.40 or 140 pennies, we can express this as the equation 5N + 10D = 140.

Replacing D in the equation with N + 8 we get 5N + 10(N + 8) = 140. Simplifying this, we get 5N + 10N + 80 = 140, which simplifies further to 15N + 80 = 140.

Subtracting 80 from both sides gives us 15N = 60, and dividing both sides by 15 yields N = 4. This means there are 4 nickels.

To find the number of dimes, we substitute N with 4 in the earlier expression for D (D = N + 8) giving us D = 4 + 8, which equals 12.

Therefore, there are 4 nickels and 12 dimes.

Answer:

[tex]9x^3-2x-3[/tex]

Step-by-step explanation:

The question is

[tex](6x^3-8x-5)+(3x^3+6x+2)\\[/tex]

collect like terms

[tex](6x^3-8x-5)+(3x^3+6x+2)\\\\\\6x^3+3x^3-8x+6x-5+2\\\\\\9x^3-2x-3[/tex]

Answer:

Step-by-step explanation:

The point-slope form of an equation of a line:

[tex]y-y_1=m(x-x_1)[/tex]

m - slope

The formula of a slope:

[tex]m=\dfrac{y_2-y_1}{x_2-x_1}[/tex]

============================================

We have the points (-4, -3) and (12, 1).

Substitute:

[tex]m=d\frac{1-(-3)}{12-(-4)}=\dfrac{4}{16}=\dfrac{1}{4}[/tex]

Put the volume of a slope and the coordinates of the point (12, 1) to the equation of a line:

[tex]y-1=\dfrac{1}{4}(x-12)[/tex]

The standard formula of an equation of a line:

[tex]Ax+By=C[/tex]

Convert:

[tex]y-1=\dfrac{1}{4}(x-12)[/tex]           multiply both sides by 4

[tex]4y-4=x-12[/tex]             add 4 to both sides

[tex]4y=x-8[/tex]             subtract x from both sides

[tex]-x+4y=-8[/tex]         change the signs

[tex]x-4y=8[/tex]