Hey there!
Let's first solve g(x) when x = 3.
The first step is to change wherever it says x in the equation to 3, because that is the value we are solving for.
g(3) = 4(3) - 9
Next, we can multiply 4 by 3, because multiplication comes before subtraction in PEMDAS.
g(3) = 12 - 9
Lastly, we can subtract 9 from 12 to get the final value.
g(3) = 3 So, the value for g(x) when x = 3 is 3.
Now, we'll solve for g(x) when x = 5.
The first step is to change wherever it says x in the equation to 5, because that is the value we are solving for.
g(5) = 4(5) - 9
Next, we can multiply 4 by 5, because multiplication comes before subtraction in PEMDAS.
g(5) = 20 - 9
Lastly, we can subtract 9 from 20 to get the final value.
g(5) = 11 So, the value for g(x) when x = 5 is 11.
Hope this helps!
what is the answer to n-2 = 10n+4/2
n = -4/9 hope this helps
n-2=10n+4/2
We move all terms to the left:
n-2-(10n+4/2)=0
We add all the numbers together, and all the variables
n-(10n+2)-2=0
We get rid of parentheses
n-10n-2-2=0
We add all the numbers together, and all the variables
-9n-4=0
We move all terms containing n to the left, all other terms to the right
-9n=4
n=4/-9
n=-4/9
An industrial machikne is able to make 9 pens in 3 seconds. What is the rate made per second?
This problem can be solved using proprtions. Once you set up the proportion, the calculations are easy.
Let x = number of pens made in 1 second.
[tex]\frac{9pen}{3sec} = \frac{xpen}{1 second}[/tex]
Now, you just cross multiply and solve.
9 = 3x
x = 3
The rate is 3 pens per second.
For each scenario, identify the independent and dependent variable.
1.Spending time petting an animal for an hour decreases stress levels by 10%.
2.The population of field mice doubles each hour.
3.The height of an elevator increases 10 feet for each floor it ascends.
how should anyone know this
Answer:
The independent variable is the time spent petting an animal, and the dependent variable is the stress level.
The independent variable is time, and the dependent variable is the population of field mice.
The independent variable is the number of floors ascended, and the dependent variable is the height of the elevator.
Suppose three people ate a meal in a restaurant. The cost of each of their meals is m. One person intends to tip 10%, the second person intends to tip 15%, and the third person intends to tip 20%. Which expression represents the total amount that they'll pay?
A. 1.1m + 1.15m + 1.2m
B. 0.1m + 0.15m + 0.2m
C. 1.1m + 2.15m + 3.2m
D. 1 + 0.1m + 1 + 0.15m + 1 + 0.2m
For this case we have:
m represents the total cost of each meal. If people do not pay a tip, the total cost to pay would be:
[tex]m + m + m = 3m\\[/tex]
Person 1:
Without tip the cost of your meal is m.
You want to pay 10% tip
m -------------------> 100%
x --------------------> 10%
[tex]x =\frac{(10)(m)}{100} = 0.1m\\[/tex]
Thus, its cost will be:
[tex]C1 = m + 0.1m = 1.1m\\[/tex]
Person 2:
Without tip the cost of your meal is m.
m -------------------> 100%
x --------------------> 15%
[tex]x =\frac{(15)(m)}{100} = 0.15m\\[/tex]
Thus, its cost will be:
[tex]C2 = m + 0.15m = 1.15m\\[/tex]
Person 3:
Without tip the cost of your meal is m.
m -------------------> 100%
x --------------------> 20%
[tex]x =\frac{(20)(m)}{100} = 0.20m\\[/tex]
Thus, its cost will be:
[tex]C3 = m + 0.20m = 1.20m\\[/tex]
Thus, the total cost to pay will be:
[tex]C = 1.1m + 1.15m + 1.20m\\[/tex]
Answer:
[tex]C = 1.1m + 1.15m + 1.20m[/tex]
Find the midpoint. Please and thanks.
The formula of a midpoint:
[tex]M_{AB}\left(\dfrac{x_A+x_B}{2},\ \dfrac{y_A+y_B}{2}\right)[/tex]
We have:
[tex]M(-6,\ 8)\to x_M=-6,\ y_M=8\\A(-2,\ 10)\to x_A=-2,\ y_A=10[/tex]
Substitute:
[tex]\dfrac{-2+x_B}{2}=-6\qquad|\cdot2\\\\-2+x_B=-12\qquad|+2\\\\x_B=-10\\\\\dfrac{10+y_B}{2}=8\qquad|\cdot2\\\\10+y_B=16\qquad|-10\\\\y_B=6[/tex]
Answer: B. (-10, 6)john ran 6 2/3 miles last week he ran 1 1/3 miles each day how many days did he run
[tex]6\frac{2}{3} = \frac{3(6) + 2}{3} = \frac{20}{3} miles[/tex]
[tex]1\frac{1}{3} = \frac{3(1) + 1}{3} = \frac{4}{3} miles/day[/tex]
[tex]\frac{20}{3} miles[/tex] ÷ [tex]\frac{4}{3} miles/day[/tex]
= [tex]\frac{20(miles)}{3}[/tex] * [tex]\frac{3(days)}{4 (miles)}[/tex]
= [tex]\frac{20(3) days}{3(4)} = \frac{20 days}{4} = 5 days[/tex]
Answer: 5 days
a total of 360 people came to the play. there were 100 more adults than children. how many adults and how many children came to the play?
A dartboard has 8 sections of equal area. The letters represent colors red (R), yellow (Y), blue (B), and green (G). Complete the probability distribution for a dart that hits the board at a random location.
Red: 1/8
Yellow:?
Green: 3/8
Blue: 1/8
Answer:
3/8
Step-by-step explanation:
If you add the top number of all the fractions you get 5. You need to get to 8, 8-5=3 so that means yellow has to be 3/8.
A candle is 12 inches tall and burns at a rate of 1 inch per hour. Write an equation that you could use to determine how long it would take for the candle to be 2 inches tall.
Toya can run one lap of the track on 1 minute 3 seconds, which is 90% of her younger sister niki’s time. What is niki’s time for one lap of the track?
63 seconds is 90% of Niki's time for one lap. So, Niki's time for one lap is 63/0.9, which equals 70 seconds or 1 min. 10 seconds.
Galera preciso resolver essa questão é não sei como resolvê-la me ajudem por favor
Calculate f(3) by replacing X with 3:
f(x) = x^2 -1
f(3) = 3^2 -1
F(3) = 9-1
f(3) = 8
Now calculate f(-4) by replacing x with -4:
f(x) = x^2 -1
f(-4) = (-4)^2 - 1
f(-4) = 16 -1
f(-4) = 15
Now add f(3) to f(-4)
8 + 15 = 23
The answer is a) 23
Solve the inequality-2(6+s)_>-15-2s
Answer:
s can take any real value.
Step-by-step explanation:
Given that
-2(6+s)_>-15-2s
Distribute -2 over 6+s
-12-2s >= -15-2s
Simplify both the sides
Add 2s to both the sides.
We get 2s cancel out and -12>=-15 which is true.
Hence the given inequality is valid for all values of s.
This is a special case of inequality which has infinite number of solutions.
s can take any real number and this inequality is valid.
Answer:
Solution of inequality: -12 ≥ -15 Which is true.
Step-by-step explanation:
Given data:
Equation:-2(6+s)_>-15-2s
-2(6+s)_>-15-2s
=-12 - 2s ≥ - 15 -2s
By dividing -2s on both sides:
= -12 - 2s/-2s ≥ - 15 -2s/-2s
= -12 ≥ -15
-2(6+s)_>-15-2s = -12 ≥ -15
Jake makes and sells pies. He sells each pie for $5.75. The materials to make each pie costs Jake $4.00. The boxes Jakes put the pies in cost $0.75 each. Jake wants to know how many pies (p) he needs to sell to earn a profit of at least $50. Which inequality should Jake use?
A) 50 ≤ 5.75p - 4.75p
B) 50 ≥ 5.75p - 4.75p
C) 50 ≤ 5.75p - 3.25p
D) p ≤ 5.75(50) - 4.75p
how can one logically explain the distance formula?
Final answer:
The distance formula calculates the straight-line distance between two points on a coordinate plane using the Pythagorean theorem, which is applied to the differences in the x and y coordinates of the points to form a right triangle.
Explanation:
Explaining the Distance Formula
The distance formula is a way to calculate the straight-line distance between two points in a coordinate plane. This formula is derived from the Pythagorean theorem which states that in a right-angled triangle, the square of the length of the hypotenuse (c) is equal to the sum of the squares of the lengths of the other two sides (a and b). In other words, a² + b² = c².
To understand the distance formula, consider two points (x1, y1) and (x2, y2) on a coordinate plane. The difference in the x values (x2 - x1) and the y values (y2 - y1) represent the lengths of the legs of a right triangle, where the straight-line distance we are trying to find is the hypotenuse. Thus, by the Pythagorean theorem, the distance (d) can be found by taking the square root of the sum of the squares of these differences. The resulting distance formula is d = √((x2 - x1)² + (y2 - y1)²).
The distance formula logically extends the Pythagorean theorem to two-dimensional space, where distances on the plane are calculated irrespective of the orientation or position of the line connecting the two points.
help please, I'm having so much trouble! It's quite easy!
the equation y+6=1/3(x-9) is written in point-slope form. What is the equation written in slope-intercept form?
A. y= 1/3x-3
B. y=1/3x+9
C.y=1/3x-9
D. y=1/3x+3
y+6=1/3(x-9)
Moved all terms from left to right that doesn't contain y
Y=-6 +1/3x-3
Simplify
Y=1/3x-9
Your answer is c.
Answer: [tex]y=\dfrac{1}{3}x-9[/tex]
Step-by-step explanation:
The equation of a line in slope -intercept form is written as :-
[tex]y=mx+c[/tex]
The given equation : [tex]y+6=\dfrac{1}{3}(x-9)[/tex]
To write the given equation in slope - intercept form , we need to first solve the right -hand sides in the equation.
[tex]y+6=\dfrac{1}{3}(x-9)\\\\\Rightarrow\ [tex]y+6=\dfrac{1}{3}x-3\\\\\Rightarrow\ y=\dfrac{1}{3}x-3-6\\\\\Rightarrow\ y=\dfrac{1}{3}x-9[/tex]
Hence, the equation written in slope-intercept form : [tex]y=\dfrac{1}{3}x-9[/tex]
May you please help me with this question
The angle of cba is 3.408* if you wanna know
cba is 3.408 and just ask if you want to know how
the awnser of the question plzzz
Hey there! Welcome to Brainly
We see that Damian earns $8 for every hour he works. This means that when x=1, Damian will earn 8 dollars, 2 he will earn $16, etc.
Since he constantly adds 8 every hour, it would look like this.
8+8+8+8+8+8+8.....
This is an example of multiplication.
The thing is, we are not sure how many 8's we are adding.
We can use the variable "x" to represent ANY number of 8's, or hours he worked.
We would multiply this x by 8 to show that he will earn $8 for EACH number of hours he works.
8 x x
The problem is, we cannot write our multiplication sign like this, because it looks just like our x we are using.
We can rewrite our multiplication symbol using · or we can just put our x right next to the eight. When a variable is right next to a constant, or number without a variable, it turns it into a mini multiplication equation, but in a simplified form.
8x
Now, we need to write this as an equation. We need to say that something else is equal to 8x. We could say, his money, which we can represent with as d.
Therefore, we could write our equation as d= 8x.
I hope this helps! Have a day as sweet and fresh as lemonade! :)
Determine the equation of the line given by the graph.
A) y = 5/7 x − 2/3
B) y = 5/7 x − 3/2
C) y = 7/5 x − 2/3
D) y = 7/5 x − 3/2
*Simple math question* The eighth grade class at grade school has 15 girls and 14 boys. How many different boy-girl dates can be arranged?
The eighth grade class at grade school has 15 girls and 14 boys. The different boy-girl dates that can be arranged is 210 boy-girl.
What is the unitary method?The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value.
The eighth grade class at grade school has 15 girls and 14 boys.
The different boy-girl dates can be arranged
15 x 14 = 210
210 boy-girl
Hence, The different boy-girl dates that can be arranged is 210 boy-girl.
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To determine how many different boy-girl dates can be arranged from 15 girls and 14 boys, multiply the number of boys by the number of girls, leading to 210 different boy-girl dates.
The question asks how many different boy-girl dates can be arranged if an eighth-grade class has 15 girls and 14 boys. To solve this, we can use the concept of multiplication principle in combinations. Each boy in the class has the option to date any of the 15 girls. This means each of the 14 boys has 15 choices for who to date. Therefore, to calculate the total number of distinct boy-girl date arrangements, we multiply the number of boys by the number of girls they can potentially date.
Calculating: 14 boys × 15 girls = 210 different boy-girl dates can be arranged.
This simple calculation shows how combinations are used to determine possibilities in everyday scenarios, reinforcing the importance of basic arithmetic skills in problem-solving.
How to do 15x28 distributive property
15 * 28 = 420. Should be your answer.
4n-6m=-2 when n=-2,0,2
For m it’s 1,1/3and -5/3 you will get different values when plug the different values of n
If the area of a park is exactly halfway between 2.4 and 2.5 acres, what is the area of the park
The area of the park is 2.45 acres.
The area of a park is determined to be exactly halfway between 2.4 acres and 2.5 acres. To find this midpoint or average, we add the two values together and then divide by 2.
First, we add 2.4 acres and 2.5 acres:
2.4 acres + 2.5 acres = 4.9 acres
Now, we divide this sum by 2 to find the midpoint:
Midpoint = 4.9 acres / 2 = 2.45 acres
Therefore, the area of the park is 2.45 acres. This means that it is precisely halfway between the two given values.
Understanding the midpoint or average is essential in various contexts, such as real estate, land measurement, and statistical analysis. In this case, it signifies that the park occupies an area that is equidistant from 2.4 acres and 2.5 acres. It can be seen as a balanced point between these two values, serving as a useful concept for situations where precision or fairness is required, such as in property assessments or distributing resources evenly.
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Which of these values could be the slope of the line? Check all that apply.
–2
-8/5
0
7/4
3
undefined
Answer:
7/4 or 3
Step-by-step explanation:
To determine the slope of the line , we look at the position of the line
From the given graph , the line goes up
When line goes up , the slope is positive
when a line goes down , the slope is negative
If we have a vertical line then slope is undefined
For horizontal line the slope is 0
Here the line goes up, so slope is positive
We pick the slope from the given option that is positive
7/4 or 3
How can I do this ???? Plz help
Olivia purchased x child tickets and y adult tickets at the movies. She spent a total of $46. The equation below describes the relationship between the number of child tickets and the number of adult tickets purchased. The ordered pair (4, 2) is the solution to the equation. What does the solution (4, 2) represent?
Let
x---------> the number of child tickets
y--------> the number of adult tickets
we know that
the equation that describes the relationship between the number of child tickets and the number of adult tickets is a linear equation
If the point[tex](4,2)[/tex] is the solution
then
the number of child tickets is [tex]4[/tex]
the number of adult tickets is [tex]2[/tex]
therefore
the answer is
the solution [tex](4,2)[/tex] represent that
the number of child tickets is [tex]4[/tex]
the number of adult tickets is [tex]2[/tex]
The solution (4, 2) means Olivia purchased 4 child tickets and 2 adult tickets at the movies for a total of $46.
The student's question involves interpreting the solution to a linear equation in the context of purchasing movie tickets. The specific solution given is the ordered pair (4, 2). In the context of the problem described, the number '4' represents the quantity 'x', which is the number of child tickets purchased, and the number '2' represents the quantity 'y', which is the number of adult tickets purchased. Therefore, the solution (4, 2) means that Olivia purchased 4 child tickets and 2 adult tickets at the movies for a total expenditure of $46.
what is a fraction equation that equals 4
Any fraction that, when dividing the numerator and denominator, it'll give you 4.
For example:
8/2, which, when divided: 8/2 = 4
16/4, which, when divided: 16/4 = 4
hope this helps
~Rise Above the Ordinary
Tommy has a piece of toast that has butter on one side, and he dropped it twice. Both times, it landed with the butter side up. If he drops it 2 more times, what is the probability that it will have landed butter side up a total of 3 times?
Answer: 1/2.
Explanation:
First, note that since the previous drops have already happened, their result do not modify the occurrence of future results when the toast is dropped again.
In oder to have a total of three time landing butter side up, exactly, there are two possibilities:
Since there are two ways of totaling side up 3 times, you have to sum both chances.
1) Next drop butter side up and second drop butter side down:
1/2 × 1/2 = 1/4
2) Next drop butter side down and second one butter side up:
1/2 × 1/2 = 1/4
3) Add both probabilities: 1/4 + 1/4 = 1/2
And that is the answer: 1/2
By selling old CDs, Sarah has a store credit for $153. A new CD coat $18. What are the possible numbers of new CDs Sarah can buy? (Inequalities)
We can find the maximum number of CDs she can buy by dividing 153 by 18. The answer ends up being 8.5. Since she can't buy 0.5 of a CD, she can buy a maximum of 8 CDs. Written as an inequality, I think it should be x is less than or equal to 8. I hope this helps!
-15+22=m- 8 thanks for the help
The answer is ( m=15 )