What is the equation that is parallel to the equation
-9x + 3y = 8 and crosses through the point (14, 2)?

Answer:124.35

Step-by-step explanation: if you times 8.25 by 15 you will get the answer of 124.35

In order to get the answer to this question you could rather multiply $8.29 by 15 or you could add 8.29 15 times.

[tex]1b=8.29[/tex]

[tex]15\times8.29=124.35[/tex]

[tex]=124.35[/tex]

Therefore your answer would be the fourth option "$124.35."

Hope this helps.

you should add me on snap connorpike2

Answer:

0.029

Step-by-step explanation:

"To write 29/1000 as a decimal you have to divide numerator by the denominator of the fraction.

We divide now 29 by 1000 what we write down as 29/1000 and we get 0.029"

-Solutions easy

Answer:

4700

Step-by-step explanation:

Area for rectangle is length times width (lw) so it is 50*94 = 4700

Answer: 2(x+5)2+ 8x + 5+6=0

Step-by-step explanation:

2(x + 5)2 + 8x + 5 + 6=0

2(x+5)(x+5) + 8x + 11=0

2(x^2+ 10x + 25) + 8x + 11=0

2x^2 +20x + 50 + 8x + 11=0

2x^2 +28x +66=0

This is a second-degree equation, the greatest power is two. Hence it is a quadratic equation.

None of the given equations are purely quadratic in form; they include terms of higher degrees or additional constant terms. Therefore, none of them fit the criteria.

To determine which equation is quadratic in form, we need to look for equations that can be written in the form [tex]\(ax^2 + bx + c = 0\)[/tex], where [tex]\(a\), \(b\), and \(c\) are constants and \(x\)[/tex] is the variable.

Let's analyze each given equation:

[tex]1. \(2(x + 5)^2 + 8x + 5 + 6 = 0\)[/tex]

  This equation involves a quadratic term [tex]\((x + 5)^2\)[/tex], but it also includes linear and constant terms. Therefore, it is not purely quadratic in form.

2. [tex]\(x^6 + 6x + 8 = 0\)[/tex]

  This equation contains a sixth-degree term [tex]\(x^6\)[/tex], making it a polynomial of degree 6. It is not quadratic in form.

[tex]3. \(7x^6 + 36x^3 + 5 = 0\)[/tex]

  Similar to the previous equation, this equation contains a sixth-degree term [tex]\(x^6\)[/tex] and a third-degree term [tex]\(x^3\)[/tex].

It is not quadratic in form.

[tex]4. \(4x^9 + 20x^2 + 25 = 0\)[/tex]

  This equation contains a ninth-degree term [tex]\(x^9\)[/tex] and a quadratic term[tex]\(20x^2\).[/tex]

However, it also contains a constant term. Therefore, it is not purely quadratic in form.

None of the given equations are purely quadratic in form.

Answer:

(-1, 6)

Step-by-step explanation:

{-c + 2d = 13

{-9c - 4d = -15

-⅑[-9c - 4d = -15]

{-c + 2d = 13

{c + 4⁄9d = 1⅔ >> New equation

______________

2 4⁄9d = 14⅔

______ _____

2 4⁄9 2 4⁄9

d = 6 [Plug this back into both equations to get the c-value of -1]; -1 = c

I am joyous to assist you anytime.

Answer:

(-1,6)

Step-by-step explanation:

We are given that system of linear equations

[tex]-c+2d=13[/tex]

[tex]-9c-4d=-15[/tex]

We have to find the value of ordered pair (c,d).

Equation first multiply by 2 then add to equation second

We  get

[tex]-9c-4d-2c+4d=26-15[/tex]

[tex]-11c=11[/tex]

[tex]c=\frac{11}{-11}=-1[/tex]

Substitute the value of c in equation first then, we get

[tex]-(-1)+2d=13[/tex]

[tex]1+2d=13[/tex]

[tex]2d=13-1=12[/tex]

[tex]d=\frac{12}{2}=6[/tex]

Hence, the ordered pair (-1,6) is the solution of given system of linear equations.

Answer:

[tex]\frac{x+2}{x-1}[/tex]

Step-by-step explanation:

Factorise the numerator and denominator

2x² + 2x - 4 ← factor out 2 from each term

= 2(x² + x - 2)

= 2(x + 2)(x - 1) ← in factored form

2x² - 4x + 2 ← factor out 2 from each term

= 2(x² - 2x + 1)

= 2(x - 1)² ← in factored form

Thus

[tex]\frac{2x^2+2x-4}{2x^2-4x+2}[/tex]

= [tex]\frac{2(x+2)(x-1)}{2(x-1)^2}[/tex]

Cancel 2 and factor (x - 1) on numerator/ denominator, leaving

= [tex]\frac{x+2}{x-1}[/tex]

Answer:

10+5

Step-by-step explanation:

It is the answer In my views

given

[tex] \frac{x - 2}{x - 5} [/tex]

put x = 6 into equation

[tex] \frac{6 - 2}{6 - 5} [/tex]

[tex] = \frac{4}{1} [/tex]

[tex] = 4[/tex]

Final answer:

The value of the rational expression (x-2)/(x-5) when x is 6 is 4.

Explanation:

To find the value of the rational expression x-2/x-5 when x is equal to 6, simply substitute the value of x into the expression:

((6-2)/(6-5) = 4/1 = 4)

So, the value of the expression when x is 6 is 4.

Answer:

44

Step-by-step explanation:

3dgenuity said so

Answer:

3.55555555556

Step-by-step explanation:

Answer:

1.5 bananas.

Step-by-step explanation:

1.5 x 2 = 3

Answer:

1.5

Step-by-step explanation:

3 divided by 2 is 1.5

Final answer:

The volume of foam needed to make 120 cones, each with a 9-inch height and a 5-inch diameter base, is approximately 7,068.6 cubic inches.

Explanation:

The question involves finding the volume of a single cone and then calculating the total volume of foam needed for producing 120 cones. To find the volume of one cone, we use the formula V = (1/3)πr²h, where r is the radius of the base and h is the height. Given that the diameter of the base is 5 inches, the radius (r) would be half of that, which is 2.5 inches. The height (h) is given as 9 inches. Therefore, the volume of one cone is:

V = (1/3)π(2.5)²(9)

This simplifies to V ≈ 58.905 cubic inches (using 3.14159 for π). To find the volume for 120 cones, we multiply the volume of one cone by 120:

Total volume = 58.905 in³ × 120 ≈ 7,068.6 cubic inches.

This is the amount of foam needed to make 120 cones.

Answer:

(-10, 6)

Step-by-step explanation:

To find the domain of a function, you just look at where the x starts and the x ends. since there are points at either end you do the points. if it were to go on forever like a line then the domain would be from Infinity to a point or Infinity to Infinity and etc.

Answer:

y² = x² - z²

Step-by-step explanation:

x² - y² = z²

Transpose y the other side

x² - z² = y²

or

y² = x² - z²

Answer:

y= ± [tex]\sqrt{x^2-z^2}[/tex]

Step-by-step explanation:

Given

x² - y² = z² ( isolate y² by subtracting x² from both sides )

-y² = z² - x² ( multiply through by - 1 )

y² = x² - z² ( take the square root of both sides )

y = ± [tex]\sqrt{x^2-z^2}[/tex]

Answer:

4.148

Step-by-step explanation:

Answer:

r = q -6

Step-by-step explanation:

q= [tex]\frac{q}{r} -6[/tex]

[tex]\frac{\frac{q}{r} -6}{r}[/tex]

You do kcf (keep it, change it, flip it)

[tex]\frac{q}{r} -6 times \frac{r}{1}[/tex]

To solve the equation q/r - 6 = q for r, you need to isolate the variable r on one side of the equation.

To solve the equation q/r - 6 = q for r, we need to isolate the variable r on one side of the equation. First, we'll get rid of the fraction by multiplying both sides of the equation by r. This gives us r(q/r) - 6r = qr. Simplifying further, we have q - 6r = qr. Next, we'll move all the terms involving r to one side by subtracting qr from both sides of the equation. This gives us q - qr - 6r = 0. Factoring out the common factor of r from the last two terms, we have q - r(q + 6) = 0. Finally, we solve for r by dividing both sides of the equation by q + 6. So, the solution to the equation is r = q/(q + 6).

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Step-by-step explanation:

whrn you have a proble. you can tell me thank you have a nice day

To solve, find how many groups of 5 are in 145 girls (145 ÷ 5 = 29 groups of girls). Then, find how many boys are in these groups by multiplying the number of groups by the boys' ratio (4), thus 29 x 4 = 116 boys in the 6th grade.

To determine the number of boys in the 6th grade, we will make use of the ratio provided, 4:5. This ratio means that for every 4 boys, there are 5 girls. To translate this into actual numbers, take the total number of girls (145) and calculate how many groups of 5 you have, because that's how many groups of boys you would have also. To determine the number of boys, you multiply the number of groups by 4.

First, Divide 145 by 5 to find out how many groups of girls there are: 145 ÷ 5 = 29. These equate to groups of students based on the ratio. Second, Multiply the number of groups by the boys’ ratio number (4) to find the number of boys. So, 29 x 4 = 116. That's the total number of boys in the 6th grade.

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The equation to solve how many boxes of candy Mr. Hermans's class needs to sell to reach their goal of $500 is 2.75C = 500. To solve for C (number of boxes), divide 500 by 2.75.

In order to figure out how many boxes of candy Mr. Hermans's class needs to sell, you can create an algebraic equation using your known values. Here you know that for each box of candy sold, the class earns $2.75 (represented in our equation as 2.75C) and that their fundraising goal is $500. This sets up the equation as 2.75C = 500. To solve this equation and find the number of boxes needed (represented by 'C'), you would divide each side of the equation by 2.75, which gives you C = 500 / 2.75.

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Answer:

45 Miles

Step-by-step explanation:

Speed = Distance / Time

Distance = Speed * Time

= 7.5 * 6 = 45 Miles

Final answer:

To find the distance traveled by the bicycle rider, multiply the average speed of 7.5 mph by the time of travel of 6 hours, resulting in a total distance of 45 miles.

Explanation:

Calculating Distance Traveled

To calculate the distance traveled by the bicycle rider, we use the formula that relates average speed, distance traveled, and time of travel:

Average speed = Distance traveled / Time of travel

In this scenario, the bicycle rider's average speed is given as 7.5 mph, and the time of travel is 6 hours. Therefore, the distance traveled can be calculated by multiplying the average speed by the time of travel:

Distance traveled = Average speed × Time of travel

Distance traveled = 7.5 mph × 6 h = 45 miles

Therefore, the bicycle rider traveled a total of 45 miles.

Step-by-step explanation:

To solve this system of equations, you can use either substitution or elimination. Let's use the elimination method.

First, multiply the second equation by 4 to make the coefficients of \( x \) in both equations opposites:

\( (2x + 5y) \times 4 = -28 \times 4 \)

This gives us:

\( 8x + 20y = -112 \)

Now, we'll subtract the first equation from this modified second equation:

\( (8x + 20y) - (-8x + 15y) = -112 - (-28) \)

Simplify:

\( 8x + 20y + 8x - 15y = -112 + 28 \)

\( 16x + 5y = -84 \)

Now we have a new equation:

\( 16x + 5y = -84 \)

And the first equation remains the same:

\( -8x + 15y = -28 \)

Now, we can solve this system of equations by elimination or substitution. Let's continue with elimination. Multiply the first equation by 2:

\( -16x + 30y = -56 \)

Now, add this equation to the second modified equation:

\( (-16x + 30y) + (16x + 5y) = -56 - 84 \)

\( 30y + 5y = -140 \)

\( 35y = -140 \)

Divide both sides by 35:

\( y = -4 \)

Now, substitute \( y = -4 \) into one of the original equations to solve for \( x \). Let's use the first equation:

\( -8x + 15(-4) = -28 \)

\( -8x - 60 = -28 \)

Add 60 to both sides:

\( -8x = -28 + 60 \)

\( -8x = 32 \)

Divide both sides by -8:

\( x = -4 \)

So, the solution to the system of equations is \( x = -4 \) and \( y = -4 \).

Answer:

y = - 5x - 6

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Here m = - 5 and c = - 6, thus

y = - 5x - 6 ← equation in slope- intercept form

The slope intercept form is y = -5x-6

Given, y-intercept = (0, -6) & slope of the line = -5

The general form of an equation of line is, y = mx+c

where, m is the slope of the line & c is the y intercept

So, when x = 0 , y = -6

So, the line above passes through the point (0, -6)

Therefore, The slope intercept form is, y = -5x-6

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I do not see the underlined digit, but I will do this for you. The 5 in the thousands place is worth 5000, the 2 in the hundreds place is worth 200, the 9 in the tens place is worth 90, and the 1 in the ones place is worth 1.

Hope this helped!

Nate

Final answer:

In the number 5,291, the digit 5 is in the thousands place (value of 5,000), the digit 2 is in the hundreds place (value of 200), the digit 9 is in the tens place (value of 90), and the digit 1 is in the ones place (value of 1).

Explanation:

The place value of a digit in a number indicates the value of the digit based on its position relative to the other digits. For example, in the number 5,291, the digit 5 is in the thousands place, which means its value is 5,000. Similarly, the digit 2 is in the hundreds place, so its value is 200; the digit 9 is in the tens place, so its value is 90; and the digit 1 is in the ones place, which means its value is simply 1.

Hi there! I will try my best to help you. If the answers I give you are wrong, I am so sorry.

Answer:

1. <

2. <

3. >

7.  Apricot sulphur, large orange sulphur, white-angled sulfur, great white

9. 8 (with the sign), 7/2 (with the sign), 2

10. pi, 12 (with the sign), 3.5

11. -20, 26 (with the sign), 35 (with the sign), 13.5

12. -5.25, 3/2, 6 (with the sign), 5

Answer:

lol this is a lot

Step-by-step explanation:

Answer:

14 units greater.

Step-by-step explanation:

Subtracting:

n + 3 - (n - 11)

= n - n + 3 + 11

= 14.

If we subtract n-11 from n+3 then we found n+3 is greater from n-11  by 14.

In mathematics difference means the difference in values means which value is how much greater than or less than from other.

We have to find how much is n+3 greater than n-11.

We have just subtract n-11 from n+3

=n+3-(n-11)

=n+3-n+11

=14

Hence n+3 is 14 number greater than n-11.

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Answer:

76.5$

Step-by-step explanation:

8.5 x 9 = 76.5

Answer:

1/3

Step-by-step explanation:

-3.3m = -1.1

Divide both sides by -3.3

m = -1.1

-3.3

The solution to the equation -3.3m = -1.1 is m = 1/3 or approximately 0.33. This was determined by dividing both sides of the equation by -3.3.

The problem -3.3m = -1.1 is a simple one-step equation which can be solved by isolating the variable. Here the variable is m. Dividing both sides of the equation by -3.3, we get m = (-1.1/-3.3). This simplifies to m = 1/3 ≈ 0.33. So, the solution to the equation is m = 0.33.

What we did here is an application of the principle that whatever you do to one side of an equation, you should do to the other side as well. This principle is essential in solving mathematical equations.

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Answer:

see explanation

Step-by-step explanation:

Following the order of operations as set out in PEMDAS

Given

45 - 2 × (15 - 3) ← evaluate parenthesis

= 45 - 2 × 12 ← evaluate multiplication

= 45 - 24 ← evaluate subtraction

= 21

Answer:

No, the phrase 20 more indicates addition.

For instance, 20 more than 50 is 70.