Which of the following equations represents a horizontal line passing through the point (2,4)? y = 2x + 4 y = 4 x = 2 y = 4x + 2

My calculator says:

16 x 60 = 960

Answer:

amount remaining = 1.483  kg

Step-by-step explanation:

According to the question Ming weighed the bag of soil for a science experiment. He discovered the weight was 2.003 kg . She then removed 0.520 kg of soil from the bag she weighed initially.

The amount in weight(kg) of soil that is remaining in the bag will be the initial weight minus the amount of weight she removed .

amount remaining = initial weight - amount removed

initial weight = 2.003 kg

amount removed = 0.520 kg

amount remaining = 2.003 - 0.520

amount remaining = 1.483  kg

A container has 17 and 1/2 cups of lemonade.

Asher gives each of his classmates 5/6 of a cup.

He gives away all of the lemonade.

Solution:

There are 17.5 cups of lemonade.

Each classmate receives 5/6 of a cup.

So the number of classmates = Number of cups ÷  proportion of a cup each student receives

Number of classmates = 17.5 ÷ 5/6 = 21 classmates

There are 21 classmates.

Answer:

21 classmates.

Step-by-step explanation:

We have been given that a container has 17 1/2 cups of lemonade. Asher gives each of his classmates 5/6 of a cup.

To find the number of classmates that will get lemonade, we will divide total amount of lemonade by amount given to each classmate.

[tex]\text{Classmates that will get lemonade}=17\frac{1}{2}\div\frac{5}{6}[/tex]

Convert mixed fraction into improper fraction:

[tex]17\frac{1}{2}\Rightarrow=\frac{17\times 2+1}{2}=\frac{34+1}{2}=\frac{35}{2}[/tex]

[tex]\text{Classmates that will get lemonade}=\frac{35}{2}\div\frac{5}{6}[/tex]

Convert into multiplication problem by flipping the 2nd fraction:

[tex]\text{Classmates that will get lemonade}=\frac{35}{2}\times\frac{6}{5}[/tex]

[tex]\text{Classmates that will get lemonade}=\frac{7}{1}\times\frac{3}{1}[/tex]

[tex]\text{Classmates that will get lemonade}=7\times3[/tex]

[tex]\text{Classmates that will get lemonade}=21[/tex]

Therefore, Asher gave lemonade to 21 classmates.

ANSWER

QUESTION 17a

We were given the relation, [tex]y=15x[/tex], where y represents the number of new vocabularies learned, and x represents the number of weeks

Draw a horizontal line for number of weeks and a vertical line for number of vocabulary words using a scale of 5 units on both axes.

To graph this equation we need at least three points,

When

[tex]x=0[/tex], [tex]y=15(0)[/tex], [tex]\Rightarrow y=0[/tex]

So we plot the point [tex](0,0)[/tex]

When

[tex]x=1[/tex], [tex]y=15(1)[/tex], [tex]\Rightarrow y=15[/tex]

So we plot the point [tex](1,15)[/tex]

When

[tex]x=2[/tex], [tex]y=15(2)[/tex], [tex]\Rightarrow y=30[/tex]

So we plot the point [tex](2,30)[/tex]

Using a straight edge we draw a straight line through these three points.

The equation of the line is of the form [tex]y=mx[/tex], where [tex]m=15[/tex] is the slope.

This tells us that the 15 new vocabulary words are learned each week.

QUESTION 17 B

To find the number of new vocabulary words learnt after 5 weeks, we plug in [tex]x=5[/tex] in to the equation.

[tex]y=15(5)[/tex]

This gives us

[tex]y=75[/tex]

Therefore after 5 weeks, you learn 75 new vocabulary words.

QUESTION 17 C

We  find the number of vocabulary words learned after 4 weeks and subtract it from the number of vocabulary words learned after 6 weeks'

To find the number of new vocabulary words learnt after 4 weeks, we plug in [tex]x=4[/tex] in to the equation.

[tex]y=15(4)[/tex]

This gives us

[tex]y=60[/tex]

Therefore after 4 weeks, you learn 60 new vocabulary words.

To find the number of new vocabulary words learnt after 6 weeks, we plug in [tex]x=6[/tex] in to the equation.

[tex]y=15(6)[/tex]

This gives us

[tex]y=90[/tex]

Therefore after 6 weeks, you learn 90 new vocabulary words.

We now subtract to get

[tex]90-60=30[/tex]

Therefore you learn 30 more vocabulary words after 6 wees than after 4 weeks.

The given equation y=15x + 17 represents the number of new vocabulary words you learn every week. Here, you learn 15 new words each week. You already know 17 words at the start (when x=0).

The question is asking for the interpretation of the equation y=15x + 17, which represents the number of new vocabulary words, y, that you learn after x weeks. Here, 15 is the coefficient of x, which means that you learn 15 new words per week. The number 17 is the constant term, implying that even without any weeks passing (when x=0), you already know 17 words. Thus, after one week, you would know 15*1 + 17 = 32 words, after two weeks, 15*2 + 17 = 47 words, and so on.

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yes, so in total she baked 120 goodies.

Why hello there

If Angie baked 100 cookies and 20 brownies i asume you are asking eaither 4 thing

Multiplyed: 2,000

Divided: 5

Subtracted: 80

Added: 120

If my answer helped please mark me as brainliest thank you and have the BEST day ever!

After applying the dilation with a scale factor of 3/4, point B at (4,-16) will transform to B prime (B') at (3,-12).

The point B is originally at (4,-16). In a dilation, each coordinate of the initial point is multiplied by the scale factor to obtain the coordinates of the transformed point. Here, the scale factor is 3/4. To find the coordinates of the point B prime (B') after the dilation, we multiply each coordinate of point B by 3/4:

X-coordinate of B' = 4 * (3/4) = 3

Y-coordinate of B' = -16 * (3/4) = -12

Therefore, the coordinates of B prime (B') after the dilation with a scale factor of 3/4 are (3, -12).

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The correct answer is 3*4=12/6=2+2=4

Your answer is 4

3 x 4 ÷ (6 + 2) = 1.5

3 x 4 ÷ (6 + 2) =

3 x 4 ÷ 8 =

12 ÷ 8 =

1.5

Hope this helps you

-AaronWiseIsBae

Answer:

-8

Step-by-step explanation:

Given that x and y are two variables.  they are related by the function

y =8-2x

Since x and y are related, given one value we can find the other using this equation.

In our question, given that x =8

Substitute x value in the equation

y = 8-2x

y =8-2(8) = -8

Hence answer is -8:

Verify:  We verify by putting -8 for y and check whether x =8

-8=8-2x

Or 2x = 16

x =8

Verified

1 student in each group with 126 groups in total

The easiest way to do this is to choose one point from image A. (I am going to choose (-5, -2).  Now, where did that point move to in image A'? (1, 7)

How did the coordinates change?

The x-coordinator changed from -5 to 1 so it moved 6 units to the right.

The y-coordinates changed from -2 to 7 so it moved 9 units up.

When doing this with a graph, you can just count the units.  I only provided the coordinates to help you follow my explanation.

Answer: B

[tex]Solution, \left|x\right|=77\quad :\quad x=-77\quad \mathrm{or}\quad \:x=77[/tex]

Steps:

[tex]\left|x\right|=77[/tex]

[tex]|f\left(x\right)|=a\quad \Rightarrow \:f\left(x\right)=-a\quad \mathrm{or}\quad \:f\left(x\right)=a, |f\left(x\right)|=a\quad \Rightarrow \:f\left(x\right)=-a\quad \mathrm{or}\quad \:f\left(x\right)=a[/tex]

The correct answer is C. 2

Hope this helps!!!

<3 -austint1414

The equation |x| = 77 has two solutions: x = 77 and x = -77. This is because the absolute value of a number reflects its distance from zero, regardless of the direction.

The equation |x| = 77 has two solutions. This is because the absolute value of a number is its distance from zero on a number line, regardless of the direction. Therefore, both 77 and -77 have an absolute value of 77.

To solve for x, you would set up two equations based on the definition of absolute value:

So, the two solutions to the equation |x| = 77 are x = 77 and x = -77.

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It is D, biased, because biased means 'favorited', or, in a different case, 'hated'.

The Contrapositive of the statement 'If two triangles are congruent, then their corresponding angles are congruent' is: If the corresponding angles of two triangles are not congruent, then the triangles are not congruent.

The contrapositive of the statement 'If two triangles are congruent, then their corresponding angles are congruent' is:

If the corresponding angles of two triangles are not congruent, then the triangles are not congruent.

The contrapositive of a conditional statement exchanges the hypothesis and conclusion, and negates both.

In this case, we negate the hypothesis 'two triangles are congruent' and the conclusion 'their corresponding angles are congruent.'

Learn more about Contrapositive here:

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L = length of string

L * .30 = 40m

L = 40 / .30

Length of the whole string = 133.3333333333 m

70% = .70 * 133.3333333333 = 93.3333333333m

[tex]-\dfrac{1}{4}u+\dfrac{3}{2}=-6\qquad|\cdot4\\\\\not4^1\cdot\left(-\dfrac{1}{\not4_1u}\right)+\not4^2\cdot\dfrac{3}{\not2_1}=4\cdot(-6)\\\\-u+2\cdot3=-24\\\\-u+6=-24\qquad|-6\\\\-u=-30\qquad|\cdot(-1)\\\\\boxed{u=30}[/tex]

Add  19  to both sides of the equation :  

                     6x = 19  

Divide both sides of the equation by 6:

                    x = 19/6 = 3.167  

One solution was found :

                  x = 19/6 = 3.167

ya ah oh what is up fam

yeet lol

yeet lol

39 - 5x  = 8x

Add 5x to both sides.

39 = 13x

Divide both sides by 13.

x = 3

A(t) = P(1+(r/n))^(nt)

A(5) = 1000(1+0.12/2)^(2*5)

A(5) = 1000(1.06)^(10)

A(5) = $1790.85

1000 x 6%= 1000 x .06

1000 x .06 =  60

The principal is getting $60 every year for their annual interest rate.

Hope I helped!

Good Luck!

The probability of obtaining a grade of 'B' in the given science class, using the concept of conditional probability, is 0.320.

To find the probability of getting a grade of 'B' given that it's a science class, also known as conditional probability, we can use the following formula:

P(grade of B | science class) = (number of students with a 'B' in science) / (total number of students in the science class).

When we apply the given numbers from the tables:

(Number of students with B in science class) = 8

(Total number of Students in the science class) = (A=5) + (B=8) + (C=10) + (D=1) + (F=1) = 25

Substituting the obtained numbers in our formula, we find:

P(grade of B | science class) = 8 / 25 = 0.320

So, the probability of getting a grade of 'B' given that it's a science class is 0.320. Therefore, the answer is O 0.320.

Learn more about Conditional Probability here:

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The probable question may be:

The table shows the current grades in one of the math classes and one of the science classes at a local high school. Find P(grade of B | science class).

Math: A=7, B=4, C=13, D=2,  F=0.

Science: A=5, B=8, C=10, D=1,  F=1.

O 0.154

O 0.235

O 0.667

O 0.320

Fourth is correct option, {0, -6}.

Solution:

Equation:

-2x2 + 12x = 0

= x(-2x + 12) = 0

= x= 0                                       ,     -2x + 12 = 0

                                                           -2x =-12

                                                               x = -12/-2

                                                                x = -6

                                          Solution set = {0, -6}

Answer:

Your tip was $6.11.

Step-by-step explanation:

You worked the dinner shift tonight and served a family their dinner.

The bill was $43.89. They left $50 to pay for the meal.

So, the remaining difference was your tip.

The remaining balance = [tex]50-43.89=6.11[/tex] dollars

Therefore, your tip was $6.11.

$3.00 is with a 40% discount

so 3 = 0.6x  (3 is 1.00 - 0.40 = 0.60 of unknown original price x)

so 3/0.6 = x to get that price which is $5

Answer:

Step-by-step explanation:

$3.00 is with a 40% discount

so 3 = 0.6x  (3 is 1.00 - 0.40 = 0.60 of unknown original price x)

so 3/0.6 = x to get that price which is $5

Hope it helps!

she made $140 dollars babysitting

                                                     hope it helps

All we have to do to find the total amount of money she made babysitting, is add up $22, $55, $38 and $25. This will give us the total

$22 + $55 + $38 + $25 = $140

Therefore she made a total of $140 babysitting

Hope this helps you

-AaronWiseIsBae

Right and scalene. A right triangle has an angle that measures to be 90° and using the pythagorean theorem, we know that the triangle is scalene, meaning that all three sides have different side lengths. (:

3² + 4² = 5²

A triangle has an angle that measures 90° is a right angle triangle that is option D is correct.

Triangle is a polygon that has three sides and three angles. The sum of the angle of the triangle is 180 degrees.

Types of the triangle are as follows:

1. Equilateral triangle

It is the triangle in which all three sides are equal. And each angle is 60°.

2.  Isosceles triangle

It is a triangle in which two sides are equal.

3.  Right angle triangle

It is a type of triangle in which one angle is 90° and it follows the Pythagoras theorem and we can use the trigonometry function.

More about the triangle link is given below.

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An equation for the relationship between time and distance for each horse include the following;

horse A; y = 1/4(x).

horse B; y = 5/2(x).

In Mathematics and Geometry, a proportional relationship is a type of relationship that passes through the origin (0, 0) and produces equivalent ratios as represented by the following mathematical equation:

y = kx

Where:

Next, we would determine the constant of proportionality (k) for each horse by using various data points as follows:

Constant of proportionality, k = y/x

Constant of proportionality, k of A = 1/4 = 8/2

Constant of proportionality, k of B = 5/2 = 10/4.

Therefore, the required linear equation for horse A is given by;

y = kx

y = 1/4(x)

Also, the required linear equation for horse A is given by;

y = kx

y = 5/2(x)

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A strip is x10 of the unit

A mat is x100 of the strip.

Multiply 10 with 100

100 x 10 = 1000

The mat is x1000 of the unit.

hope this helps

Given that the strip is 10 times as big as the unit and the mat is 100 times as big as the strip, the mat is 1000 times bigger than the unit. This illustrates the concept of multiplication with powers of ten in real measurements.

The question asks how many times the mat is bigger than the unit, given that the strip is 10 times as big as the unit and the mat is 100 times as big as the strip.

This maths problem involves the multiplication of sizes. Here's the step-by-step solution:

Therefore, the mat is 1000 times bigger than the unit. This exhibits how we deal with real measurements and the use of powers of ten in multiplication.

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