I need help quickly,.............

Answer:

c) 5

Step-by-step explanation:

Solving for the value of x,

→ 3x - 8 - 4x = -13

→ 3x - 4x = -13 + 8

→ -x = -5

→ [ x = 5 ]

Thus, the value of x is 5.

Answer:

5

Step-by-step explanation:

Use PEMDAS

First you should do is to combine like terms

[tex] - x - 8 = - 13[/tex]

Haveing combined ike terms you need to add 8 to both sides (Like terms are terms that have the same variable like,x)

[tex] - x = - 5[/tex]

Then divide by a negative 1

(this is to get rid of negative x)

[tex]x = 5[/tex]

Hope this helps!

Feel free to ask questions

Answer:

False

Step-by-step explanation:

Distribute, do the math, and evaluate the resulting equality/statement to see if it is true

10 - 14 = 1

-4 = 1

That is not true so the answer is false

Answer:

Part A is 63-7.5

Step-by-step explanation:

Answer:

if the cost for the luncheon was $558

and 24 attendees ordered the meat lunches , how many vegetarian lunches were

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation:

The solution of the given inequality y ≤ -x² + 2x is (x,y) ≥ {(0,0) and (-2,-4)} obtained by plotting graph between axis.

A mathematical phrase in which the sides are not equal is referred to as being unequal. In essence, a comparison of any two values reveals whether one is less than, larger than, or equal to the value on the opposite side of the equation.

Given the inequality,

y ≤ −x² + 2x

The inequality consists of two functions,

y ≤ -x² and y ≤ 2x

Now if we plot both inequalities

x = 0 ⇒ y = 0

And,

2x ≤ -x²

-x²/x ≥ 2

x ≤ -2

So,

y ≤ 2(-2)

y ≤ -4

If we plot both as shown below then the bounded region is obtained towards the right therefore the solution will be greater than this.

Therefore (x,y) ≥ {(0,0) and (-2,-4)} will be solution.

Hence "The solution of the given inequality y ≤ -x² + 2x is (x,y) ≥ {(0,0) and (-2,-4)} obtained by plotting graph between axis".

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On a number line where A is at 5 and B is at 50, and X is the midpoint and T is somewhere between A and B, the coordinates of point T is 15 and the distance of XB is 22.5.

A number line is straight line divided by equal measures that serves as a visual representation of the real numbers.

If on a number line, a is at 5 and b is at 50, then AB = 50 - 5 = 45.

If point X is the midpoint of A and B, then X divides the distance of A to B into two equal parts.

let n = AX = XB

AB = AX + XB

45 = n + n

45 = 2n

n = 22.5

AX = XB = 22.5

If point T is 2/3 of the way from X to B, then

T = 2/3XB

T = 2/3(22.5)

T = 15

Hence, the coordinates of T is at 15 and the distance of XB is 22.5.

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Answer:

A: 2

B: 5

C: 4

D: 3

E: 1

Step-by-step explanation:

Looks right to me :)

A relation between sets is referred to as a function when there is exactly one output for each input.

To write the equation y = ax + b in function notation, substitute f(x) for y

The only true statement is the last one. A function assigns exactly one output value to each input value. The domain is the set of all input, or x-values. The range is the set of all output, or y-values.

y=ax+b can be written in function notation by replacing y with f(x).

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The equation to determine the week w when Gael and Kiara have the same amounts of money in their account is 45w + 250 = 75w + 310

An equation is used to show the relationship between numbers and variables. An equation can be linear, quadratic depending on the degree.

Let w represent the number of weeks.

For Kiara:

Money in account = (80 - 35)w + 250 = 45w + 250

For Gael:

Money in account = (95 - 20)w + 310 = 75w + 310

For both to have same amount of money:

45w + 250 = 75w + 310

The equation to determine the week w when Gael and Kiara have the same amounts of money in their account is 45w + 250 = 75w + 310

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Answer:

(2 × 3 × 3) and (2 × 2 × 2 × 3).

Answer: -104y^2 + 52y

Step-by-step explanation:

-13y(8y-4)=

-13y*8y - 4(-13y)= ==> distribution property

-13*8*y*y - (-52y)=-104y^2 + 52y    

Answer:

-5+6 = 1

6-5 = 1

therefore, the answer is D.

Answer:

D

Step-by-step explanation:

-5+6=+1

and 6-5=+1

since both are equal to 1

D is the answer

Answer:

- 4(4z + 3)

Step-by-step explanation:

- 16z - 12 ← factor out - 4 from each term

= - 4(4z + 3)

The slope of line d is m =7/4.

Given c points (5,1) and (9,8).

and the d line is parallel to line c.

We have to find the slope of d.

The slope formula is to determine a line's slope or steepness, use the slope formula. By calculating the ratio of the change in the y-axis to the change in the x-axis, it may be used to calculate the slope of any line. A line's slope is determined by how its "y" coordinate changes in relation to how its "x" coordinate changes.

Slope m = rise/run =[tex]=\frac{y_{2} -y_{1} }{x_{2} -x_{1} }[/tex]

Here, [tex](x_{1} ,y_{1} )=(5,1) and (x_{2} ,y_{2} )=(9,8)[/tex]

We get slope by substitute this points in m value.

m=(8-1)/(9-5)

m=7/4

Therefore, the slope m=7/4.

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The statement B is correct, i.e., The result of the survey is statistically significant.

The probability that the difference in conversion rates between a given variation and the baseline is not the result of random chance is known as statistical significance.

Given:

To find: WHich of the given statements is correct?

Finding:

According to the given data,

Hence, the statement B is correct, i.e., The result of the survey is statistically significant.

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(COMPLETE QUESTION:

A school authority claims that the average percentage marks of students is 68. A researcher has taken a well-designed survey and his sample mean is 64.5 and sample standard deviation is 2. The sample size is 300.Which statement is correct?

a.)

The difference exists due to chance since the test statistic is small.

b.)

The result of the survey is statistically significant.

c.)

The sample size should be much more.

d.)

The result of the survey is not statistically significant.)

Answer:

So, when talking about continuous functions, we're dealing with a function/graph that goes on and on to infinity. It never ends. In a case like this, we must define domain and range. Domain is all input values, while range goes the same but it's the output values. With this information, the domain and range on a continues graph would most likely be all real numbers due to the fact of the graph never ending, and that means the graph would have every input value thus making its domain/range infinite as well.

➲ Hope this helps.

The total change in the number of bushels he has for sale after 7 days = 116.2

In this question,

A farmer sells an average of 16 3/5 bushels each day.

We write above improper fraction 16 3/5 in proper fraction as 83/5

And the decimal form of given fraction 83/5 is:

83/5 = 16.6

After 7 days, he would sold (16 3/5) × 7 bushels.

We simplify an expression (16 3/5) × 7

(16 3/5) × 7 = 16.6 × 7

                  = 116.2

As a result, the farmer would have only 120 - 116.2 = 3.8 bushels for sale.

Therefore, the total change in the number of bushels he has for sale after 7 days = 116.2

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Answer:

Step-by-step explanation:

Answer is 5

2 + 5  = 7

3 + 5     8

The answers are :

Part A: r = d/t, Part B: 200,000 meters per hour, Part C: 200 kilometres per hour Part D: Kilometres is more appropriate.

Part A: To rearrange the distance formula for the value of rate, rate will be on Left Hand Side of the equation and other variables will be on Right Hand Side of the equation.

rate = distance/time.

Part B: Rate in meter per hour can be calculated by keeping the values in formula formed in Part A.

Rate = 800,000 ÷ 4

Rate = 200,000 meters per hour.

Part C: To find the rate in kilometres per hour, we will simply convert the calculated rate from meters to kilometres. As per the known fact, 1000 meters = 1 kilometre.

Rate = 200,000 ÷ 1000

Rate = 200 kilometres per hour

Part D: The use of unit kilometre is more appropriate in this problem. This is because the speed is fast and contains many zeroes. Reading and understanding in the form of kilometres is more practical in comparison to meters.

Hence, Part A: r = d/t, Part B: 200,000 meters per hour, Part C: 200 kilometres per hour Part D: Kilometres is more appropriate

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16th percentile of corn yield for counties in iowa is 153.4.

In statistics, a score below which a certain percentage of scores (k) in a frequency distribution falls is known as a k-th percentile, whereas a score at or below which a given percentage falls is known as a k-th centile (inclusive definition). The score below which (exclusive) or at which (inclusive) 50% of the scores in the distribution may be found is known as the 50th percentile (the median), for instance. For instance, if the input scores are related to human weight, the corresponding percentiles will be represented in kilograms or pounds. Percentiles are expressed in the same unit of measurement as the input scores.

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The numbers ordered from least to greatest are- 2.14, 2.2, 2.221, 2.276, 2.26, 2.291.

Here, we are given 6 numbers-

2.2, 2.276, 2.291, 2.14, 2.26, 2.221

Now, we can add as many zeroes as we want after the decimal, it does not change the value of the number.

Thus, let us make all the numbers 3 digit decimal numbers

2.200,  2.276,  2.291,  2.140,  2.260,  2.221

Here, all the numbers have 2 in the units place, so we just need to compare the decimals

The first digit after decimal is 2 in all the numbers except 2.140, thus it is the smallest.

Then, the second digit after decimal is 0 in 2.200, thus it is the next smallest number.

By similar logic, looking at the second digit after the decimal only we can arrange the remaining numbers as 2.221, 2.276, 2.260, 2.291.

Thus, the numbers ordered from least to greatest are- 2.14, 2.2, 2.221, 2.276, 2.26, 2.291.

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Your question was incomplete. Please check for full content below-

Drag the numbers below to put them in order from least to greatest

2.2, 2.276, 2.291, 2.14, 2.26, 2.221

The problem is asking for the product, meaning we need to multiply.

-2 1/4 * 2 1/2

To make multiplying easier, we can convert the mixed numbers into improper fractions.

2 * 4 = 8, + 1 = 9/4

2 * 2 = 4, + 1 = 5/2

Now, we have this:

-9/4 * 5/2

Since the denominators are different, we can find the least common multiple of the denominators to make them the same. In this case, the least common multiple of 4 and 2 is 4.

-9/4 * 1 = -9/4

5/2 * 2 = 10/4

Now, we have this:

-9/4 * 10/4

We can now multiply!

-9 * 10 = -90

/4 * /4 = /16

= -90/16

You can simply the improper fraction if you'd like.

-90 / 16 = -5.625

So, our answer is -90/16, or -5.625.

Answer:

x = 13

Step-by-step explanation:

23 - 9 = 14

14 / 2 = 7

So both sides should equal to 7.

Set the two expression equal to each other and solve.
x - 6 = 2x - 19

move the 6 to the other side by adding

x = 2x - 19 + 6

x = 2x - 13

then move 2x to the other side by subtracting

x - 2x = -13

-x = -13

divide both sides by -1 to get x

x = -13/-1

x = 13

Check.
plug 13 in for x

x - 6

13 - 6 = 7

2x - 19

2(13) - 19

26 - 19 = 7

so both expressions are equal to each other now and

7 x 2 = 14

14 + 9 = 23

thus x = 13

Answer:

17. (2/5)

19. (-7/3)

21. (2/3)

Step-by-step explanation:

17.

    5            5             1

- -------n + ------n = - ------

    2            4             2

    5 (2)       5             1 (2)

- -------n + ------n = - ------

    2 (2)       4             2 (2)

   10            5             2

- -------n + ------n = - ------

    4            4             4

   10            5             2

(- -------n + ------n = - ------) (4)

    4            4             4

-10n + 5n = -2

-5n = -2

÷ -5 ÷-5

n = (2/5)

----------------------------------------------------------------------------------------------------------

19.

 3           15           21

-------n - -------n = -------

 2             4           4

 3 (2)      15           21

-------n - -------n = -------

 2 (2)       4            4

  6           15           21

(-------n - -------n = -------) (4)

  4             4           4

6n - 15n = 21

-9n = 21

÷-9   ÷-9

n = (-7/3)

----------------------------------------------------------------------------------------------------------

21.

     1                    5

- -------n - n =  - -------

     4                   6

   1 (3)               5 (2)

- -------n - n =  - -------

   4 (3)               6 (2)

     3                   10

- -------n - n =  - -------

    12                   12

     3                      10

(- -------n - n =  - -------) (12)

    12                      12

-3n - 12n = -10

--15n = -10

÷-15    ÷-15

n = (2/3)

----------------------------------------------------------------------------------------------------------

I hope this helps!