Will mark brainliest. HELP PLEASE. QUICK
If 3n+m=14 and n+m=1, find the value of n-m.
The population of Adamsville grew from 7,000 to 12,000 in 5 years. Assuming uninhibited exponential growth, what is the expected population in an additional 5 years?
The expected population of Adamsville in an additional 5 years, assuming uninhibited exponential growth, is approximately 21,803 individuals.
Explanation:The question is based on exponential growth, a fundamental concept in mathematics. To solve for the population of Adamsville in the next 5 years, we need to know the growth rate. The formula for exponential growth is P = P0 * e^(rt), where:
P is the future populationP0 is the initial populationr is the exponential growth rate (as a decimal)t is time (in years)Given that the population grew from 7,000 to 12,000 in 5 years, it follows that 12,000 = 7,000 * e^(5r). Solving for r, we find that the annual growth rate is approximately 0.14496. Therefore, the estimated population in another 5 years would be P = 12,000 * e^(5 * 0.14496), which yields approximately 21,803. This suggests that if Adamsville's population continues to grow at an uninhibited exponential rate, in the next 5 years, it will reach roughly 21,803 individuals.
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Clearing fractions
SOLVE
1 4/7 X 2/5
help wnted
1 4/7=11/7
11/7x2/5
11x2=22
7x5=35
22/35 is your answer
Answer:
Your answer is [tex]\frac{22}{35}[/tex]
Step-by-step explanation:
[tex]1\frac{4}{7}[/tex] [tex]x \frac{2}{5} = \frac{22}{35}[/tex]
Answer number one asap this is not a joke so please not random cmts thx will report if u do!
The cylinder and the cone have the same volume.what is the height of the cone
The height of the cone is 4 inches.
The volume of a cylinder is given by the formula V = πr^2h, where r is the radius and h is the height.
Given that the cylinder has a radius of 2 inches and a height of 3 inches, we can substitute these values into the formula to calculate its volume.
[tex]V_{cylinder}= \pi (2^2)(3)[/tex]
[tex]V_{cylinder}= 12\pi \text { cubic inches}[/tex]
Since the cylinder and the cone have the same volume, the volume of the cone is also 12π cubic inches.
The volume of a cone is given by the formula [tex]V = (1/3)\pi r^{2} h[/tex].
We are given that the radius of the cone is 3 inches. We can substitute this value and the volume into the formula to find the height of the cone.
[tex]12\pi = (1/3)\pi (3^2)h[/tex]
[tex]12\pi = (1/3)(9)h\pi[/tex]
[tex]12\pi = 3\pi h[/tex]
h = 4 inches
Julia is the president of the technology Club at school she has $568 to buy as many DVD players as she can for $75 each how many DVD players does Julia by and how much money does she have left over explain why and show your work
Help me please........
state if the two triangles are congruent. if they are state how you know.
Kate drives 234 miles in 5 hours Felix only has to drive one half of the distance that kate does how many miles does Felix has to drive?
128 POINTS IF YOU HELP
The Problem: Ms. Chen is planning to take her camp group on a field trip to Pottery Bayou where each person will create her own piece of art pottery
. The regular cost is $20 per person. There is a group special that costs $10 per person with an additional $50 fee for a private room.
Ms. Chen is trying to decide if she should use the regular price or the group special.
A) Write an equation to show the total cost of the regular price with x people. (2 points) B) Write an equation to show the total cost of the group special with x people. (2 points) C) Graph the equations using desmos.
(2 points) • Directions for using the site • Share the link to your graph by copying & pasting it here: D) When would the two admission prices be the same? Explain how you know this using 1-2 complete sentences.
(2 points) E) How much would it cost to bring 6 people on the field trip for the regular price, and how much for the group special? Explain how you know this using 1-2 complete sentences.
(2 points) F) When would it be better to go with the regular price and when would it be better to go with the group special? Explain how you know this using 1-2 complete sentences. (2 points) G) The director of the camp told Ms. Chen that she can have a budget of $150 to bring as many campers as she can.
What deal should Ms. Chen go with and what is the maximum number of people she can bring with $150? Support your answer by showing how many people can go with each deal using 2-3 complete sentences. (3 points)
Answer: The answer would be y=20x :)
How can a mixed number be written as a sum?
To write a mixed number as a sum, separate the whole number part and the fractional part, such as 3 1/2 as 3 + 1/2.
A mixed number can be written as a sum by separating the whole number part and the fractional part. For example, 3 1/2 can be written as 3 + 1/2. This means 3 plus one-half.
What is estimate the sum or difference of 1 5/6 + 2 2/11
Which of the following sets shows all the numbers from the set {0.5, 1, 2.5, 3, 3.5} that make the inequality 4a + 2 ≥ 12 true?
{2, 2.5, 3}
{2.5, 3, 3.5}
{0.5, 1, 2.5}
{1, 2.5, 3}
Answer:
B, {2.5, 3, 3.5}
Step-by-step explanation:
Some people said it was D but I put that and got 0 points for that question.
Anyways it's B, Choose me for brainliest pleaseeeee.
The set of numbers satisfying the inequality is {2.5, 3, 3.5}. The correct option is B.
What is inequality?When two expressions are connected by a sign like "not equal to," "greater than," or "less than," it is said to be inequitable. The inequality shows the greater than and less than relationship between variables and the numbers.
Given that sets show all the numbers from the set {0.5, 1, 2.5, 3, 3.5} that make the inequality 4a + 2 ≥ 12 true.
The set of numbers is {2.5, 3, 3.5}.
4a + 2 ≥ 12
4 x 2.5 + 2 ≥ 12
`12 ≥ 12 True
4a + 2 ≥ 12
4 x3 + 2 ≥ 12
14 ≥ 12 True
4a + 2 ≥ 12
4 x 3.5 + 2 ≥ 12
`16 ≥ 12 True
Therefore, the set will be {2.5, 3, 3.5}.
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Explain why the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
Percent” means “out of 100” so the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
What is Percentage?percentage, a relative value indicating hundredth parts of any quantity.
It’s not that we “move” the decimal point. It’s just that in converting a numeral to percent notation results in the decimal point being in a different place by 2 places.
What we are really doing when we convert a numeral to decimal notation can be thought of as multiplying by 1 — which doesn’t change a numbers value — but multiplying by 1 written in a special way.
You see, “percent” means “out of 100”. So the number 1 is how many parts out of 100? If you break a single thing into 100 pieces, you have 100 pieces.
1 = 100%
Hence, percent” means “out of 100” so the decimal point moves when you rewrite a percent as a decimal and when you rewrite a decimal as a percent.
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Gail has eight united states coins. Their total value is 93 cents. What coins does she have?
PLEASE HELP ASAP!!!
A corporation has agreed to donate money to a charity organization each time one of its employees donates to that charity organization. The corporation donates $3 for every $2 donated by an employee. The total amount the corporation donates to the charity organization is proportional to the total amount that its employees donate. Write an equation representing the relationship between c, the amount the corporation donates, and e, the amount its employees donate.
Final answer:
The relationship between the amount the corporation donates and the amount its employees donate can be represented by the equation c = (3/2)e.
Explanation:
Equation: The relationship between the amount the corporation donates (c) and the amount its employees donate (e) can be represented by the equation: c = (3/2)e.
Margaret decided to invest $2,000 in a savings account for 18 months at a simple interest rate of 5% how much money will she have earned at the end of 18 months
if you were given a rectangle with a certain area, how would you draw it so that it had the greatest perimeter?
What is the median value of the data set shown on the line plot? Enter your answer in the box. A line plot with twenty-two data values. Labels are at zero, three, six, nine, and twelve. Tick marks are every one unit. Values appear as x marks above the line. Plot data values are one x mark above one, one x mark above two, two x marks above three, two x marks above four, three x marks above five, four x marks above six, three x marks above seven, three x marks above eight, two x marks above nine, and one x mark above eleven.
Answer:
6
Step-by-step explanation:
Which BEST describes the speed and velocity of the graph?
A)
Both speed and velocity are changing.
B)
The speed and velocity remain constant.
C)
The speed is constant and velocity is changing.
D)
The velocity cannot be determined from the graph.
A - Both speed and velocity are changing.
Step-by-step explanation:Though the answer is option A but option D can also be true. The velocity cannot be completely determined from the graph. This is because, velocity is based on the direction and motion and the graph is not completely justifying this.
Though velocity cannot be determined, but it is clear from the graph that velocity is changing, because the speed is changing.
Therefore, option A is completely true.
A)
According to the graph, speed is increasing. Velocity is speed plus direction, so velocity is also changing. And this is an acceleration graph, so you know since acceleration is a change in velocity, both speed and velocity are changing.
zahra cuts a loaf of bread into 5 equal pieces she then cuts each piece into 3 equal slices what fraction of the whole loaf is one slice of bread
how can I remember what I learned in school?
Listen, we all feel like we could use a bit of memory training. Let’s start with a small thought experiment. Take a minute to think back to your science classes in high school and see how much you can recall.
Can you explain the elements that make up an atom, or the basic principles of plant biology? How about physics, or simple chemistry? Do facts and procedures come rushing back, or do you remember your teacher’s face, or the way the room smelled after an experiment?
Everyone will have different memories, and they may have very little to do with what you were taught in class. You might not remember anything at all. It’s extraordinary how quickly we manage to forget what we crammed during all those long hours of study. Algebra. Long division. Verbs, adverbs and relative clauses. The causes of World War I. Where did it all go, we muse, years later?
It is extraordinary that so many of the world’s education systems, which are usually based on testing how well a student can recall and apply information, are designed without any real thought of how our memories work. Memory is perhaps the most fundamental factor in how human beings learn. Memory training should inform all aspects of education; instead, it’s an afterthought.
Advances in cognitive science have huge implications for how we learn and remember things. It’s time for policymakers, educators, and anyone who wants to learn something — in other words, all of us — to start listening.
How do you write 59/100 as a decimal
0.59 is written as a decimal for 59/100
A number that has a whole number and a fractional component separated by a decimal point is a decimal. The decimal point is the dot that appears between the parts of a whole number and a fraction. 13.6 is a decimal number, for instance in this case, the whole number half is 13, and the fractional part is 6.
The decimal point is ".".
To convert the given number into decimal:
Given number is 59/100
Count the zeroes in the denominator and shift the decimal to the left-hand side that times.
Here, 2 zeroes are there, So shift decimal to left-hand side 2 places.
So, it will result in 0.59
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The underlying rock ledge of Canada's horseshoe falls is cut back about 2 feet each year by erosion. Calculate how much the rock ledge will erode over a 7 year period of time
-(18+4x)=8 hope you can help
Which function has the same y-intercept as the function y=2 /3x-3?
A 2/3 x + 3y = -3
B -2/3 x + 3y = 6
C x + 4y = 12
D 6x - 7y = 21
PLEAZ answer im in a hurry
Answer:
Option D.
Step-by-step explanation:
The given function is
[tex]y=\frac{2}{3}x-3[/tex]
Substitute x=0 in the given function to find the y-intercept.
[tex]y=\frac{2}{3}(0)-3=-3[/tex]
The y-intercept of the given function is -3. We need to find the equation whose y-intercept is -3.
Substitute x=0 in the given each of the equations to find the y-intercepts of those equation.
First equation is
[tex]\frac{2}{3}x+3y=-3[/tex]
[tex]\frac{2}{3}(0)+3y=-3[/tex]
[tex]3y=-3[/tex]
[tex]y=-1[/tex]
y-intercept is -1.
Second equation is
[tex]-\frac{2}{3}x+3y=6[/tex]
[tex]-\frac{2}{3}(0)+3y=6[/tex]
[tex]3y=6[/tex]
[tex]y=2[/tex]
y-intercept is 2.
Third equation is
[tex]x+4y=12[/tex]
[tex](0)+4y=12[/tex]
[tex]4y=12[/tex]
[tex]y=3[/tex]
y-intercept is 3.
Fourth equation is
[tex]6x-7y=21[/tex]
[tex]6(0)-7y=21[/tex]
[tex]-7y=21[/tex]
[tex]y=-3[/tex]
y-intercept is -3.
Therefore, the correct option is D.
The equation of the function that has the same y-intercept as [tex]y = \frac{2}{3}x - 3[/tex] is [tex]\mathbf{6x - 7y = 21}[/tex]. Both functions have the y-intercept of -3.
Recall:
Equation of a line in slope-intercept form is represented as: y = mx + b
y-intercept = b
m = slope
Given the function, [tex]y = \frac{2}{3}x - 3[/tex],
the y-intercept is -3
Rewrite each given option in the slope-intercept form to find which of the function has the same y-intercept value of -3 as in the function [tex]y = \frac{2}{3}x - 3[/tex].
Option A: [tex]\frac{2}{3} x + 3y = -3[/tex]
Rewrite as y = mx + b[tex]\frac{2}{3} x + 3y - \frac{2}{3} x = -\frac{2}{3} x -3\\\\3y = -\frac{2}{3} x -3\\\\3y \times \frac{1}{3} = -\frac{2}{3} x \times \frac{1}{3} -3 \times \frac{1}{3}\\\\\mathbf{y = -\frac{2}{9}x - 1}[/tex]
Thus, the y-intercept is -1Option B: [tex]-\frac{2}{3} x + 3y = 6[/tex]
Rewrite as y = mx + b[tex]-\frac{2}{3} x + 3y + \frac{2}{3} x = \frac{2}{3} x + 6\\\\3y = \frac{2}{3} x + 6\\\\3y \times \frac{1}{3} = \frac{2}{3} x \times \frac{1}{3} + 6 \times \frac{1}{3}\\\\\mathbf{y = \frac{2}{9}x + 2}[/tex]
Thus, the y-intercept is 2Option C: [tex]x + 4y = 12[/tex]
Rewrite as y = mx + b[tex]x + 4y - x= - x + 12\\\\4y = -x + 12\\\\4y \times \frac{1}{4} = -x \times \frac{1}{4} + 12 \times \frac{1}{4} \\\\\mathbf{y = -\frac{1}{4} x + 3}[/tex]
Thus, the y-intercept is 3Option D: [tex]6x - 7y = 21[/tex]
Rewrite as y = mx + b[tex]- 7y = -6x + 21 \\\\-7y \times -\frac{1}{7} = -6x \times -\frac{1}{7} + 21 \times -\frac{1}{7}\\\\\mathbf{y = \frac{6}{7}x - 3}[/tex]
Thus, the y-intercept is -3Therefore, the equation of the function that has the same y-intercept as [tex]y = \frac{2}{3}x - 3[/tex] is [tex]\mathbf{6x - 7y = 21}[/tex]. Both functions have the y-intercept of -3.
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−(4+h)=3h - what does H equal?
Which word best describes the degree of overlap between the two data sets?
A none
B high
C moderate
D low
Answer:
The Answer Is *HIGH*
Step-by-step explanation:
[tex]\beta \alpha \lim_{n \to \infty} a_n[/tex] :)