Graph the inequality y<-5x

For $525 we can rent the car for 17 complete days.

Inequality is a relation that compares two numbers or other mathematical expressions in an unequal way.

The symbol a < b indicates that a is smaller than b.

When a > b is used, it indicates that a is bigger than b.

a is less than or equal to b when a notation like a ≤ b.

a is bigger or equal value of an is indicated by the notation a ≥ b.

Given, The cost of renting a car is $25 per day plus a one-time fee

of $75.50 for insurance.

Assuming the no. of days we can rent the car for $525 is x.

∴ 25x + 75.50 ≤ 525.

25x ≤ 449.5

x ≤ 449.5/25.

x ≤ 17.98 Or 17 complete days.

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Answer:

All parallelograms are trapezoids.

Step-by-step explanation:

A parallelogram has two pairs of parallel sides. A trapezoid has at least one pair of parallel sides. So if all parallelograms have two pairs, they are in the same category of the trapezoids.

Final answer:

A parallelogram is considered a trapezoid because it has at least one pair of parallel sides, which fits the basic definition of a trapezoid. Parallelograms have additional properties like equal opposite sides and angles, but these do not contradict the broader trapezoid classification.

Explanation:

Why All Parallelograms Are Trapezoids

A trapezoid is defined as a quadrilateral with at least one pair of parallel sides. A parallelogram, by definition, has two pairs of parallel sides. Therefore, since a parallelogram inherently possesses at least one pair of parallel sides, it meets the minimum criterion to be considered a trapezoid. This logical inclusion is based on the definition of shapes within geometry, and thus all parallelograms can be classified as trapezoids.

Properties of Parallelograms and Trapezoids

Parallelograms have some additional properties that trapezoids don't necessarily share, such as opposite sides being equal in length and opposite angles being equal. This does not, however, preclude them from the broader categorization of trapezoids because those extra properties do not contradict the definition of a trapezoid.

Applying similar triangles and their properties, although useful for understanding relationships between different shapes, is not directly necessary for explaining why parallelograms are trapezoids. Instead, it's the fundamental definitions of these shapes that establish the relationship between parallelograms and trapezoids. The Theorem 26 states that any triangle is always of equal area to a certain parallelogram having an equal base and half the altitude. While this theorem relates parallelograms to triangles, it does not affect the classification of parallelograms as trapezoids.

Answer:

9n - 8

Step-by-step explanation:

The sequence is arithmetic since the difference between consecutive terms is common

d = 10 - 1 = 19 - 10 = 28 - 19 = 9

The n th term of an arithmetic sequence is

[tex]a_{n}[/tex] = a₁ + (n - 1)d

where a₁ is the first term and d the common difference

here a₁ = 1 and d = 9, thus

[tex]a_{n}[/tex] = 1 + 9(n - 1) = 1 + 9n - 9 = 9n - 8, hence

[tex]a_{n}[/tex] = 9n - 8

We are required to find the nth term of the sequence 1, 10, 19, 28,....

The nth term of the sequence 1, 10, 19, 28, is 9n - 8

Given:

1, 10, 19, 28,

First term, a = 1

Common difference, d = difference between consecutive terms

10 - 1 = 9

19 - 10 = 9

28 - 19 = 9

nth term = a + (n - 1)d

nth term = 1 + (n - 1)9

= 1 + 9n - 9

= 9n - 8

Therefore, nth term of the sequence 1, 10, 19, 28, is 9n - 8

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To divide two fractions, multiply them by their reciprocals.

3/5 / 3/15

3/5 * 15/3

45/15

3

Answer:

[tex]m = - 1[/tex]

Step-by-step explanation:

[tex]3m - (7m + 12) = 2(m - 3)[/tex]

simplifying bracket first

[tex]3m - 7m - 12 = 2m - 6[/tex]

[tex] - 4m - 12 = 2m - 6[/tex]

grouping like terms

[tex] - 4m - 2m = - 6 + 12[/tex]

[tex] - 6m = 6[/tex]

dividing through by -6

[tex] \frac{ - 6m}{ - 6} = \frac{6}{ - 6} [/tex]

[tex]m = - 1[/tex]

Answer: 15.5 or 15 1/2

Step-by-step explanation: becuz 15 3/4 - 1/4 = 15.5

For this case we have to:

x: Represents the unknown number

y: Represents the exponent of base 10

So, considering a system of equations we have:

[tex]x * 10 ^ y = 40,000\\\frac {x} {10 ^ y} = 0.000004[/tex]

From the first equation we have:

[tex]10 ^ y = \frac {40,000} {x}[/tex]

Substituting in the second equation:

[tex]\frac {x} {\frac {40,000} {x}} = 0.000004\\\frac {x ^ 2} {40,000} = 0.000004\\x ^ 2 = 40,000 * 0.000004\\x ^ 2 = 0.16\\x = \pm \sqrt {0.16}[/tex]

We choose the positive value:

[tex]x = 0.4[/tex]

So, the number is 0.4.

So:

[tex]10 ^ y = \frac {40,000} {0.4}\\10 ^ y = 100,000\\y = 5[/tex]

Thus, the exponent is 5.

Answer:

Yara use 0.4 and[tex]10 ^ 5[/tex]

Answer:

0.4 and  10.5

Step-by-step explanation:

Answer:

x=3

Step-by-step explanation:

Answer: The answer is -8640.

Step-by-step explanation:You would first off by multiplying what's in the parenthesis by its exponent: (12)^3(1)= 1720. Then multiply 1728 by 5 so get your overall correct answer of -8640. Hope I helped you a lot and my answer is correct.!!

Answer: A

Step-by-step explanation: The expected value is over $300, so Laura will likely need more money to cover her expenses.

its not that hard

It's not reasonable for Laura to set her medical budget at $300 for the year. Considering her predicted medical expenses, her expected annual cost is $315, making her budget slightly understated.

The answer to whether Laura's medical budget of $300 for the year is reasonable or not involves a concept in probability known as expected costs. Let's consider both events: there is a 75% chance of spending $400 and a 5% chance of spending $300.

We calculate the expected cost for both scenarios:

Adding these costs, we find that her expected annual medical costs are $315, not $300. Therefore, Laura might need to reconsider her budget, possibly increasing it slightly.

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Answer:

1. 60 2. 200

Step-by-step explanation:

600÷10= 60

2000÷10=200

Answer:

60 and 200

Step-by-step explanation:

When divideing by 10 you can cancel the zeros from both the numertor and denominator

Answer:

The answer is 8/27

The probability that all three balls that Jaime picked were red is '0.064'

Now the box contains 6 red balls, 7 yellow balls, and 2 green balls

Thus the total number of balls in the box can be find by summing up all the balls in the box

Thus we get,

Total number of balls =  6 + 7 + 2 = 15 balls

Thus there are total of 15 balls in the box

Now Jamie picks a ball from the box, records the color, then returns the ball to the box.

Thus in the first try, the probability that the ball picked up is red:

Probability that the first ball picked is red = [tex]\frac{6}{15}[/tex]

where, '6' is the number of red balls

and '15' is the number of total balls in the box

Similarly as the ball picked up is again returned to the box the number of red balls and total number of balls won't change

Similarly probability that the second ball picked is red = [tex]\frac{6}{15}[/tex]

Similarly probability that the third ball picked is red = [tex]\frac{6}{15}[/tex]

Thus to find the combined probability we need to multiply all three probabilities

Thus probability that all three balls that Jaime picked were red is,

[tex]\frac{6}{15} *\frac{6}{15} *\frac{6}{15} = \frac{36}{225}* \frac{6}{15}\\ \frac{6}{15} *\frac{6}{15} *\frac{6}{15} =\frac{216}{3375}\\ \frac{6}{15} *\frac{6}{15} *\frac{6}{15} =0.064[/tex]

Thus '0.064' is our required answer

Answer: x = -12 is the correct answer

Step-by-step explanation: the moderator that deleted this if is so wrong then just tell me why is wrong if you are so smart.

Good evening ,

______

Answer:

w=6.5in

___________________

Step-by-step explanation:

L : length

w : width

p : perimeter

38=2L+2w

38 =2(w+6)+2w

38 = 4w+12

38-12=4w

26=4w

26/4=w

w=6.5 in.

:)

Answer:

Step-by-step explanation:

Here slope = (y2-y1)/(x2-x1)

Which comes out to be: (-4-2)/5-5 = -6/0 !!!

But we cannot divide by 0. So the slope is undefined. This is basically a vertical line. The "slope" of a vertical line. A vertical line has undefined slope because all points on the line have the same x-coordinate.

If your hw website is not accepting undefined as answer then what are the options that it provides?

Answer:

The required way is shown above.

Step-by-step explanation:

Consider the provided calculation.

304 – 81 is very close to 304 – 100,

Now subtract 100 from 304 mentally, it will gives us 204

Now add 19 as we round 81 to 100.

204 + 19 = 223

So, the answer is 223.

Now write a coherent sequence of equations that correspond to your reasoning.

304 – 81  =  304 – (100 – 19)

                = (304 – 100) + 19  

                =  204 + 19  =  223

Hence, the required way is shown above.

To subtract 81 from 304 mentally, round 81 to 80, subtract from 304 to get 224, and then add 1 to compensate for the rounding, giving a final answer of 225.

To calculate 304-81 mentally, we can use the strategy of rounding and compensating. First, we can round 81 up to a number that is easier to subtract from 304, such as 80 or 100, and then we adjust the final result to account for the rounding. Here's how to think through it:

The coherent sequence of equations that correspond to this reasoning would be:

This mental math strategy involves rounding and compensation, which allows us to handle subtraction problems quickly without having to use the standard subtraction algorithm. Checking that the answer makes sense in the context of the original problem is a good practice to ensure accuracy.

The two numbers are 3 and -5. Let's start with 3. To get three, add 4 to -1. That means, going 4 to the right on a number line. When you do so, you will end up with 3. Since adding always go up.

Let's move onto -5 now. For this, go 4 to the left. Subtracting from negative numbers will be negative numbers. Since subtracting is going down, you go down on the number line.

Therefore, 3 and -5 is the answer!

Explaining channel:

Type HWsolver-Brainly. It should pop up at the bottom with a person thumbs up.

The two numbers that are 4 units away from -1 are -5 and 3.

In math, a number line can be defined as a straight line with numbers placed at equal intervals or segments along its length.

Now the given integer is, -1.

To find the numbers that are 4 units away we need to subtract and add 4 to get the required number.

So, 4 units forward from -1 is,

-1 + 4 = 3

And 4 units backward from -1 is,

-1 - 4 = -5

So the two numbers we get are 3 and -5.

Thus, the two numbers that are 4 units away from -1 are -5 and 3.

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Answer:

The equations that represent the reflected function are

[tex]f(x)=5(\frac{1}{5})^{-x}[/tex]

[tex]f(x)=5(5)^{x}[/tex]

Step-by-step explanation:

The correct question in the attached figure

we have the function

[tex]f(x)=5(\frac{1}{5})^{x}[/tex]

we know that

A reflection across the y-axis interchanges positive x-values with negative x-values, swapping x and −x.

therefore

[tex]f(−x) = f(x).[/tex]

The reflection of the given function across the y-axis will be equal to

(Remember interchanges positive x-values with negative  x-values)

[tex]f(x)=5(\frac{1}{5})^{-x}[/tex]

An equivalent form will be

[tex]f(x)=5(\frac{1}{5})^{(-1)(x)}=5[(\frac{1}{5})^{-1})]^{x}=5(5)^{x}[/tex]

therefore

The equations that represent the reflected function are

[tex]f(x)=5(\frac{1}{5})^{-x}[/tex]

[tex]f(x)=5(5)^{x}[/tex]

Answer:

c,d

Step-by-step explanation:

Answer:

should be 3x^3+4 because all other choices don't make sense

Answer:

B

Step-by-step explanation:

(3x^2+4)*(x+1)

(3x^2+4)*x+(3x^2+1)*1

3x^3+4x+3x^2+1

3x^3+3x^2+4x+1

Answer:

Step-by-step explanation:

-8(x + 4) -6x = -8 * x  + (-8) * 4 - 6x

                     = -8x - 32 -6x

                      = -14x -32

Answer:

The number is 4

Step-by-step explanation:

* Lets revise some words in mathematics and how change them to

 mathematical symbols

- More than ⇒ add (+)

- Less than ⇒ subtract (-)

- Twice ⇒ Multiplied by 2 (× 2)

- Opposite of a number ⇒ change its sign (additive inverse of it)

* Now lets solve the problem

- Nine more than the opposite of a number is three less than twice

 the number

- Assume that the number is x

∴ 9 more than the opposite of x

- That means find the opposite of x and add it by 9

∵ The opposite of x is -x

∴ Nine more than the opposite of a number = -x + 9

- Three less than twice the number means 3 less than twice x

∵ The number is x

∴ Twice the number = 2 × x = 2x

∵ Three less than twice x = 2x - 3

∴ Three less than twice the number = 2x - 3

- The meaning of "is" between the two the statements is "="

∴ Nine more than the opposite of a number is three less than twice

  the number is ⇒ -x + 9 = 2x - 3

* Lets solve the equation to find x

∵ -x + 9 = 2x - 3

- add x in both sides

∴ 9 = 3x - 3

- Add 3 to both sides

∴ 12 = 3x

- Divide both sides by 3

∴ x = 4

∵ x represents the number

∴ The number is 4

* Lets check the answer

9 more than opposite 4 is 3 less than twice 4

9 + (-4) = 2 × 4 - 3

9 - 4 = 8 - 3

5 = 5

The answer is right

Answer:

1/2

Step-by-step explanation:

To find the percentage of faculty with 5 or more years of service, count the faculty with 5 or more years on the histogram, divide by the total faculty and multiply by 100.

The task requires calculating the percentage of English department faculty with 5 or more years of service based on the data presented in the histogram.

Percentages

are calculated by dividing the part by the whole and multiplying by 100. We need to find the number of faculty members (y-axis) corresponding to service years of 5 and above (x-axis) and then calculate it as a percentage of the total faculty. Assume the total number of faculty is T and the number of faculty with 5 or more years of service is F, the percentage can be calculated as (F/T)*100. Please remember to count all the faculty in the histogram values starting from 5 years of service to the end. Ensure to consider these steps of data interpretation when dealing with histograms

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The 40% of the department faculty have 5 or more years of service.

To calculate the percentage of department faculty with 5 or more years of service, we can divide the number of faculty with 5 or more years of service by the total number of faculty and multiply by 100%.

% with 5 or more years of service = (number with 5 or more years of service) / (total number of faculty) * 100%

From the histogram, we can see that there are 10 faculty with 5 or more years of service and a total of 25 faculty in the department. Therefore, the percentage of department faculty with 5 or more years of service is:

% with 5 or more years of service = (10 faculty) / (25 faculty) * 100%

% with 5 or more years of service = 40%

Therefore, 40% of the department faculty have 5 or more years of service.

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this will equal 86 is the anwer to question u have asked

Answer:86

Step-by-step explanation:

Step 1:Put 2,332 the (dividend) in the brackets,(in the box)

The divisor is 27 ,so it's outside of the brackets or outside of the box

Step 2:What is 232 into 27 , the reason I skipped 2 and 3 because there smaller than 27. 232 into 27 is 8 because it's closest to 232 which is 216 because 27*8 equals 216.  8 is now on top of the bracket and now you subtract 232-216 which is 16.

Step 3:Bring down 2 ,because 2 is the last number left.

Now we have to figure out what goes into 162

6 goes into 162 because 27*6=162

Step 4:Subtract 162-162=0

We stop because there's no more to go into unless it was a different number than 162 then we would of brung down the 0 because there's no more numbers after 2 and the number would of been a decimal but there's no more to go into.

6 down goes above the bracket next to 8 now we have an answer of 86.

So the quotient/answer=86

Answer:

depending on the car type

probs about 5-10 feet

Step-by-step explanation:

Answer:

16

Step-by-step explanation:

20-4=16

pls give brainliest

Answer:

69 and 15

Step-by-step explanation:

Second number=x

First number 4x+9

4x+9 +x = 84

5x+9=84

5x=75

x=15

15*4=60      

60+9=69

69+15=84

Answer:

57/80L

Step-by-step explanation:

Given that the capacity (i.e maximum possible volume) of a pitcher is 9/10L

1st Pitcher is 3/8 full of milk

Hence Vol of milk in 1st pitcher = 9/10 x 3/8 = 27/80L

2nd Pitcher is 5/12 full of milk

Hence Vol of milk in 2nd pitcher = 9/10 x 5/12 = 3/8 = 30/80L

Total volume = 27/80 + 30/80 = 57/80L

Final answer:

Adding the milk from the two separate pitchers gives a total of 19/24 liters of milk together.

Explanation:

You are asking about a volume measurement related to liters, which indeed is a unit of capacity. One pitcher contains 3/8 of a liter of milk, and the other pitcher contains 5/12 of a liter. To find out how much milk is there altogether, we will simply add the volumes:

[tex]\(\frac{3}{8} + \frac{5}{12} = \frac{9}{24} + \frac{10}{24} = \frac{19}{24}\) liters[/tex]

To calculate this, we first find a common denominator, which is 24 (the least common multiple of 8 and 12). Then we convert each fraction to an equivalent fraction with a denominator of 24, before adding them together. So, the total amount of milk in both pitchers together is 19/24 liters.

Answer:Width = 15 units .

Step-by-step explanation:

Given  : The width of a rectangle is 4 more than half the length. If the perimeter of the rectangle is 74,

To find : what is the width.

Solution : We have given perimeter of the rectangle is 74,

Let the Length = x .

According to question :

The width of a rectangle is 4 more than half the length.

Width = 4 + [tex]\frac{x}{2}[/tex].

Perimeter = 2 length + 2 width .

Plugging the values,

74 = 2 ( x ) + 2 (4+[tex]\frac{x}{2}[/tex]).

74 = 2x + 8 + x .

Combine like terms

74 = 2x +x + 8.

74 = 3x +8.

On subtracting both sides by 8.

74 -8= 3x .

66 = 3x

On dividing both sides by 3

x = 22.

Width = Width = 4 + [tex]\frac{22}{2}[/tex].

Width = 4 +11.

Width = 15 units .

Therefore, Width = 15 units .

Answer:

13/9 or 1 4/9

Step-by-step explanation: