Need help with 3 and 4

Answer:5+5=10 5+5=10

i now it because if u draw it out then u count the sides then u count the other side then u plus that then u get ur answet

The perimeter of the rectangle is 21.2 meters

Given the parameters given for our Calculation;

Area of rectangle ;

Let ;

Hence,

Area = l * 2l = 25

2l² = 25

l² = 12.5

l = √12.5

l = 3.53 m

width = 3.53 * 2 = 7.07 m

Perimeter can be calculated thus;

Hence, the perimeter of the rectangle is 21.2 m

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6y-5=11

Move -5 to the other side. Sign changes from -5 to +5.

6y-5+5=11+5

6y=11+5

6y=16

Divide by 6 for both sides to get y by itself.

6y/6=16/6

Cross out 6 and 6, divide by 6 and then becomes 1*1*y=y

y=16/6

Reduce 16/6 by dividing by 2

16/2=8

6/2=3

Answer: y=8/3 or y=2 2/3

Answer:

91

Step-by-step explanation:

You can automatically elimate all numbers containing 0.

So, I used 1 as the ones digit.

The tens digit is 8 more than the ones digit, so it would be 8+1 which equals 9.

I'm assuming it's a 2 digit number? That must be the case because otherwise there would be multiple answers.

Hope it helped! :)

Answer:

You would do $1.25 multiplied by 2.4 and the answer will be $3.

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

okay first you multiply 1.25*2.4

1.25*2.4

Now you solve it

3

Answer:832,719

Step-by-step explanation:

For this problem it wants you to subtract 10,000 from 842,719, or 842,719-10,000, which gives you 832,719.

Answer:

(100, –100)

-y = x

D) y = -x

The equation that has (100, -100) as a solution is option D:

D. y = -x

Given is a point (100, -100) we need to determine which equation can have this point as it solution.

To determine which equation has (100, -100) as a solution, we can simply substitute the values of x and y into each equation and see which one satisfies the condition.

Let's try each option:

A. y = 0.1x - 99

When x = 100, y = 0.1 × 100 - 99

= 10 - 99

= -89 (not -100)

B. y = -x - 100

When x = 100, y = -100 - 100

= -200 (not -100)

C. y = x

When x = 100, y = 100 (not -100)

D. y = -x

When x = 100, y = -100 (matches the given solution)

So, the equation that has (100, -100) as a solution is option D:

D. y = -x

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The total temperature rise was 19 degrees.

Temperature express the measure of hotness and coldness, how hot matter is. It measure this thing in terms of any of several arbitrary scales like Fahrenheit temperature scale, absolute scale (kelvin) etc.    

In the question statement, the temperature at 10 A.M is 12 degrees Fahrenheit. The temperature at 6:00 A.M. was -7 degrees Fahrenheit.

Here the difference in both the temperatures is as:

12 - (-7) = 21  degrees Fahrenheit

Hence there was an increase in temperature of 21 degrees Fahrenheit.

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The distributive property is a math concept that allows multiplication to be distributed over addition or subtraction. It does not directly apply to the expression 16 + 36, as there's no multiplication involved. However, for an expression with multiplication, such as 4(16 + 36), it would simplify to 208 using the distributive property.

The distributive property is a fundamental concept in mathematics that allows us to simplify expressions involving multiplication distributed over addition or subtraction. It states that for any numbers a, b, and c, the equation a(b + c) = ab + ac holds true. This property makes it easier to work out expressions without having to perform operations within parentheses first.

In the given expression 16 + 36, however, there's no multiplication being distributed over addition, thus the distributive property doesn't directly apply here. But if we are to apply the distributive property to a multiplication over an addition, such as 4(16 + 36), then we would use the distributive property to get 4*16 + 4*36, which simplifies further to 64 + 144 = 208.

Use PEMDAS:

[(30+6) -3^2] / 9* 2

= (36 -9)/ 9* 2

= 27/9* 2

= 3*2

= 6

The final answer is 6~

Answer:

6

Step-by-step explanation:

*PEMDAS*

1st write equation

[(30+6) -3^2] / 9* 2

2nd parentheses

= (36 -9)/ 9* 2

3rd divided

= 27/9* 2

4th multiply

= 3*2

6th simplify

= 6

Answer:

144

Step-by-step explanation:

Data:

Emily's age : 46 years old

Find Colin's age

Colin's age: 11 years older than Emily

                    Emily's age + 11

                    46 + 11 = 57 years old

Find Dan's age

Dan's age: 5 years younger than Emily

                  Emily's age - 5

                  46 - 5 = 41 years old

Find their combined ages

Combined ages: Emily's age + Colin's age + Dan's age

Combined ages = 46 + 57 + 41

Total = 144

Therefore, the total of their combined ages is 144.

now, let's notice that 23 days is not even a month let alone a year, assuming there are 365 days in a year, then 23 days is really 23/365 of a year.

[tex]\bf ~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\dotfill&\$11.88\\ P=\textit{original amount deposited}\dotfill & \$1200\\ r=rate\to r\%\to \frac{r}{100}\\ t=years\dotfill &\frac{23}{365} \end{cases}[/tex]

[tex]\bf 11.88=(1200)(r)\left(\cfrac{23}{365} \right)\implies 11.88=\cfrac{(1200)(23)r}{365}\implies 11.88=\cfrac{27600r}{365} \\\\\\ 4336.2=27600r\implies \cfrac{4336.2}{27600}=r\implies 0.157\approx r \\\\\\ \stackrel{\textit{converting that to a percentage}}{0.157\cdot 100 \approx r}\implies \stackrel{\%}{15.7}\approx r[/tex]

Answer:

7000 - 24x = y(the amount he can sell the car for)

Step-by-step explanation:

Answer:

7000 - 24x

Step-by-step explanation:

Johnny bought a car for $7000  about 2 years ago.

He wants to sell his car now.

The monthly depreciation amount = $x

2 years = 2 x 12 = 24 months.

The amount of depreciation for 2 years = 24x.

The expression that shows how much money he can get now by selling the car = Amount paid 2 years ago - depreciation for 2 years

= 7000 - 24x

Therefore, the answer is 7000 - 24x

Answer:

D.) In the first 3 hours she had traveled a total of 200 miles

Step-by-step explanation:

By looking at the graph you can just go to the 3 hours mark and go upwards until you land on a whole number, in this case 200!

Hope I helped :)

Answer:

9

Step-by-step explanation:

its difficult to explain but I found that there is a 10.3%Tax so 10.3% of 93 is 9

The sales tax on the second item, which cost $93 before tax, would be approximately $8.99 based on the tax rate of the first item.

To determine the amount of sales tax on the second item, we first need to understand the rate of sales tax applied to the first item. The sales tax on the first item was $21 on a pre-tax cost of $217. So, the tax rate would be 21 divided by 217, which is approximately 0.0967, or 9.67%.

If we apply this tax rate to the second item, which costs $93 before tax, we get 93 times 0.0967, or $8.99. Therefore, the amount of sales tax on the second item would be approximately $8.99.

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Answer:

15 students

Step-by-step explanation:

5 DIVIDED by 8

You then multiply by 24

The method i just explained is known as cross multiplication

By multiplying the total number of students (24) by the fraction (5/8), we find that 15 students earned an A on their geometric unit assessment in Mr. Bonogofsky's class.

In Mr. Bonogofsky's math class, there are 24 students. If 5/8 of the students earned an A on the geometric unit assessment, we would need to multiply the total number of students by 5/8 to determine how many got an A.

Here's how to do it: 5/8 * 24 = 15

So, 15 students in Mr. Bonogofsky's class earned an A on the geometric unit assessment.

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The product of 2 and the sum of a number and 8 is equivalent to 16 is 2(n + 8) = 16 which is the correct answer would be an option (B)

Arithmetic operations can also be specified by subtracting, dividing, and multiplying built-in functions.

* Multiplication operation: Multiplies values on either side of the operator

For example 4*2 = 8

To determine the product of 2 and the sum of a number and 8 is equivalent to 16

Let the number n

According to the problem,

The sum of a number and 8 is

⇒ n + 8

So,  n + 8

Now, the product of 2 and the sum of a number and 8 is

⇒ 2*(n + 8)

Now, the product of 2 and the sum of a number and 8 is equivalent to 16

So,  2(n + 8) = 16

Hence, the product of 2 and the sum of a number and 8 is equivalent to 16 is 2(n + 8) = 16

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The correct equation modeling the problem is B. 2(n + 8) = 16. This represents the product of 2 and the sum of a number and 8 being equivalent to 16.

The problem states: 'The product of 2 and the sum of a number and 8 is equivalent to 16.' To model this sentence mathematically, consider the steps involved:

Hence, the correct equation that models this sentence is B. 2(n + 8) = 16.

Answer:

5.9

Step-by-step explanation:

The answer should be 5.9, is it multiple choose or type in your answer? But it should be 5.9

Answer:

4/9.1

Step-by-step explanation:

Answer:

y - 2 = [tex]\frac{1}{3}[/tex](x - 3)

Step-by-step explanation:

The equation of a line in point- slope form is

y - b = m(x - a)

where m is the slope and (a, b) a point on the line

here m = [tex]\frac{1}{3}[/tex] and (a, b) = (3, 2), thus

y - 2 = [tex]\frac{1}{3}[/tex](x - 3) ← in point- slope form

We want to find the equation of a line in the point-slope form, such that we know the slope and a point on the line.

The line will be: y - 2 = (1/3)*(x - 3)

Let's see how to find that line:

We know that our line has a slope equal to 1/3, and that it passes through the point (3, 2).

First, a general line in the point-slope form is:

y - y₁ = a*(x - x₁)

Where a is the slope and (x₁, y₁) is the point on the line.

Then, by using that general form and the given information, we can see that our line is:

y - 2 = (1/3)*(x - 3)

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Answer:

undefined

Step-by-step explanation:

The formula for a slope is m=[tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1}}[/tex]

Let's say (8,1) represents [tex]x_{1}[/tex] and [tex]y_{1}[/tex],

and (8,-6) represents [tex]x_{2}[/tex] and [tex]y_{2}[/tex]

m= [tex]\frac{(-6)-1}{8-8}[/tex]

m= [tex]\frac{-7}{0}[/tex]

A number can't be divided by 0, so the answer would be undefined.

m= undefined

Answer: she would make $100 after 10 hours

Step-by-step explanation:

if you divide 240 by 24 you get 10 which stands for the dollar amount per hour so 10 x 10 =100

Answer:

3^0 is 1 in a simplified form

Answer:

1

Step-by-step explanation:

3^0

Apply rule a^0=1 a=0

=1

Thanks for letting me help!!

To solve the inequality -4.4 ≥ 1.6x - 3.6, you first add 3.6 to both sides, then divide by 1.6, resulting in -0.5 ≥ x. This means all values less than or equal to -0.5 make the inequality true and the graphed solution involves a filled circle at -0.5 and shading to the left.

To find the solution set for the inequality -4.4 ≥ 1.6x - 3.6, we first need to solve the inequality. To do this, we can start by adding 3.6 to both sides of the inequality:

-4.4 + 3.6 ≥ 1.6x

-0.8 ≥ 1.6x

Now, we divide both sides of the inequality by 1.6 to solve for x:

-0.8 / 1.6 ≥ x

-0.5 ≥ x

This tells us that x can take on any value that is less than or equal to -0.5. To graph this on a number line, we would plot a filled circle on -0.5 to indicate that it is part of the solution set (x is equal to -0.5), and shade everything to the left of -0.5 to indicate that all those values are solutions since they are less than -0.5.

Answer:

Step-by-step explanation:

Option A. All the real values of x where x < -1

Procedure

Solve the inequality:

(x -3)(x+1)>0

That happens in two cases.

1) When both factors >0

x-3>0 and x+1>0

x>3 and x >-1

The intersection is x >3

2) When both factors <0

x-3<0 and x+1<0

x<3 and x<-1

the intersection is x<-1.

We have obtained that the function is positive for the intervals  x < -1 and x > 3. But in one of those intervals the function is decresing and in the other is increasing.

You can recognize that the function given is a parabola and, because the coefficient of the quadratic term is positive, the parabola opens upward. Then the function is decreasing in the  first interval and increasing in the second interval.

Answer:

18

Step-by-step explanation:

18 x 8.3 = 149.4

Answer:

B:18 as you divide the 149.4 by 8.3

Step-by-step explanation:

Answer:

|10.5-(-6.1)|    I JUST took this on k-12!!!!

Step-by-step explanation:

Answer:

Option c - |10.5-(-6.1)|

Step-by-step explanation:

Given : A weather station records the morning low temperature as −6.1°F and the afternoon high temperature as 10.5°F .

To find : Which expression represents the total temperature change, in degrees Fahrenheit, from the morning low to the afternoon high?

Solution :

A weather station records the morning low temperature as −6.1°F.

A weather station records the afternoon high temperature as 10.5°F .

The total temperature change, in degrees Fahrenheit, from the morning low to the afternoon high is given by,

Change in temperature = |Temperature at high - Temperature at low|

Change in temperature = |10.5-(-6.1)|

Therefore, Option c is correct.

The order of the months from greatest to least number of visitors to the online newspaper is November, October, December. This is based on comparison of the visitor counts for each month.

To determine the order of the months from greatest to least number of visitors, you need to compare the number of visitors for each month. In October, the online newspaper had 350,080 visitors. In November, there were 350,489 visitors. Finally, in December, the visitor count was 305,939.

By observing these numbers, we can see that November had the most visitors, then October, and finally December, which had the least visitors. Therefore, the order of the months from greatest to least number of visitors is: November, October, December.

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Answer:

4x^2-5y

Step-by-step explanation:

4x^2-5y

Final answer:

The question involves using algebraic expressions to square a number by multiplying it by itself and then subtracting the product of another number multiplied by five. it could be represented as 4a2 - 5b.

Explanation:

The question involves understanding how to manipulate algebraic expressions with integers and variables. When we talk about raising a number to a power, such as squaring a number, we are multiplying that number by itself. For example, the exponent is '2' and the base is the number '5', so squaring it would give us 52 = 5x5 = 25. When we consider an equation involving the square of one number and the multiplication of another, we have to apply these rules of exponents and multiplication.

In mathematics, we often encounter expressions where we square a number by raising it to the power of '2'. This also applies to variables. For instance, (2x)2 = 4x2. Remember, whether numbers are positive or negative, squaring them will always give a positive result because multiplying two negative numbers yields a positive product.

If a question involves subtracting five times one number from four times the square of another number, it could be represented as 4a2 - 5b. Here, a is being squared while b is simply being multiplied by five.

[tex]\bf (\stackrel{x_1}{-1}~,~\stackrel{y_1}{-5})\qquad (\stackrel{x_2}{4}~,~\stackrel{y_2}{-10}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{rise} {\stackrel{y_2}{-10}-\stackrel{y1}{(-5)}}}{\underset{run} {\underset{x_2}{4}-\underset{x_1}{(-1)}}}\implies \cfrac{-10+5}{4+1}\implies \cfrac{-5}{5}\implies -1[/tex]