One number is 6 less than five times another. Their difference is 22. Find the numbers.

Answer:

x = 1  and x = -3

Step-by-step explanation:

if y = f(x) and f(x) = -5, this means y = -5

draw a horizontal line at y = -5 and see write the x values for where the line intersects with the graph.

The x values are:

x = 1  and x = -3

160 square inches duct tape is needed to cover.

The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .

Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)

∵ The area is , ( 4 × 20 ) square inches = 80 square inches

for the  top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²

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160 square inches duct tape is needed to cover.

The mentioned box is rectangular according to the question and Kiara have to cover top and the bottom part with this duct tape .

Thus we have to find the area of the box , where 4 inch is the width of this box and 20 in. is the length . To find the area we will use the formula , (Area = length × width)

∵ The area is , ( 4 × 20 ) square inches = 80 square inches

for the top part it is 80 inc² and for the bottom it's again 80 inch² , so she have to cover total ( 80+ 80) inc² = 160 in.²

160 square inches duct tape is needed to cover.

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10 out of 400 means P(an accident/20-24)=10/400=1/40=0.025=2.5%

If less than 5% is unlikely,  then 2.5% probability makes it unlikely a randomly selected driver in that age group would be in an accident.

No, it's not of concern if you only get concerned about likely events.  But even an unlikely event is a worthy concern to the point of attempting to drive more safely, especially when insurance for the young is already very high, and would get even higher with an accident.

You might want to look at the car accidents.  Were they minor fender benders or accidents with injuries and fatalities,  or just car damage?  The less damage or injuries, the less concern you probably would have.

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Answer: distance is the answer

Answer:

The first one is x=3y-5

The second one is y/2 + 3

Step-by-step explanation:

For the first one you have to switch sides

X-3=3y-8

X - 3=3y-8

Then you add three to both sides

X-3+3=3y-8+3

Then simplify

X=3y-5

For the second one

you switch sides then add 5 to both sides then simplify

2x-5+5=y+1+5

Y/2 +3 or

Y+6 /2

Answer:

2 hours

Step-by-step explanation:

Answer:  2 hours

Step-by-step explanation:

using the relationship distance = speed × time, the time   = 2 hours

Answer:

x<-4

Step-by-step explanation:

You just subtract the 1 from both sides and the sign stays the same UNLESS you are dividing by a negative number, then it will change. Good luck on your hw :)

Answer:

A and B

Step-by-step explanation:

Answer:

Constant of proportionality k = 7/4 if we take the proportionality relationship as ... number of minutes ∝ number of cupcakes Bor

number of minutes = k . (number of cupcakes)

Step-by-step explanation:

If a variable x is directly proportional to another variable y indicated by
x ∝ y

Then x = k.y where k is the constant of proportionality

Letting x be the number of cupcakes and y the number of minutes

number of cupcakes = k .  (number of minutes)
k = (number of minutes) / (number of cupcakes )
Here k, the constant of proportionality tells you how many many minutes it takes to ice 1 cupcake

For 40 cupcakes it takes 70 minutes. So k = 70/40 = 7/4

For 28 cupcakes it takes 49 minutes so for 1 cupcake it takes 49/28 = 7/4 so again that is the constant of proportionality

k = 7/4 given that number of minutes ∝ number of cupcakes

=>  number of minutes =  k. number of cupcakes

Note if we had x = number of cupcakes and y = number of minutes then k = 4/7 which is the number of cupcakes that can be iced in 1 minute

So one has to be careful to state what is proportional to what

Answer:nk it is the letter A

Step-by-step explanation:

The equation to support the mathematical thinking will be x + 189 = 192 and the numbers needed is 3.

It should be noted that the information stated that she needs enough tiles to make three rows with 63 tiles in each row. The number of times needed will be:

= 63 × 3

= 189 tiles

The number of times that Miss Garcia need to make the border tiles cell in boxes of eight tiles in each box will be:

= 192 - 189 = 3

Therefore, 3 tiles are needed. It should be noted that 192 is the multiple of 8 closest to 189.

The equation to support the mathematical thinking will be:

x + 189 = 192

x = 192 - 189

x = 3

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We get that a / b will also be less than e / f.

A rational number means a number that can be written in the form of p / q.

We are given the three rational numbers:

a / b , c / d and e / f.

We are also given that:

a / b < c / d  …(1)

c / d < e / f    …(2)

Multiply (1) and (2), we get that:

a / b × c / d < c / d × e / f

Dividing both sides by d / c, we get that:

a / b < e / f

So, a / b will also be less than e / f.

Therefore, we get that a / b will also be less than e / f.

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Value of x = 42.5 ° and measure of angle 4 = 37.5 ° .

measure of angle 3 = measure of angle 8

( 3 x + 15 ) ° = ( x + 100 ) °

2 x = 85

x = 42.5 °

measure of angle 3 + measure of angle 4 = 180 °

measure of angle 3 = ( 3 x + 15 ) °

                                 = ( 3 * 42.5 ) + 15  

                                  = 142.5 °

Hence , measure of angle 4 = 180 - 142.5 ° = 37.5 ° .

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Answer:

4.64x10^6

Step-by-step explanation:

Line segment VW is the segment bisector is true based on the diagram

as it is showed in the diagram that the line segment vw divides segment TU in two equal parts so line segment VW is segment bisector

line segment VW cannot be a perpendicular bisector because it is not mentioned that Line segment VW divides side TU at right angle that is at 90°

line segment VW cannot be a angle bisector because Line segment VW does not lie on any angle

v is not the vertex of pair of congruent angles and w is not the vertex at the right angle

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The 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.

Option (A) is correct.

An integer is a whole number (not a fractional number) that can be positive, negative, or zero. Zero is not a fraction or decimal of any number. It is neither positive nor negative.

Given:

The given number is

12.02 and [tex]6.54*10^2[/tex]

We have to choose the sentences are true.

According to given question we have

The greater-than sign is a mathematical symbol that denotes an inequality between two values.

6.54 x 10^2

When we can multiply the value of 6.54*100 we get

654

The number is greater than 12.02

i.e  654>12.04

It is written as

12.04< [tex]6.54 * 10^2[/tex]

Therefore, the 12.04< [tex]6.54 * 10^2[/tex] number sentences are true.

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Answer:

90 minutes or 1 hour and 30 minutes

Step-by-step explanation:

Hey there!

In order to find out how long Amy studied for her math test, all we need to do is divide 3 hours by 2

First of all, we can convert 3 hours to 180 minutes since there are 60 minutes in 1 hour

Now, we divide 180 and 2

180/2 is 90

This means, Amy studied 90 minutes or 1 hour and 30 minutes for her math test

The similarities are

The differences are

The slope of a graph is the gradient of the graph. It is given by m = change in y/change in x

The similarities between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are

The differences between finding the slope of a graph that x and y are 1:1 to that which x and y are not 1:1 are

So, the similarities are

The differences are

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[tex]\left( \sqrt{-27} \right)^2\implies \left(\sqrt{(-1)(27)} \right)^2\implies \left( \sqrt{-1}\cdot \sqrt{27} \right)^2\implies \left( \sqrt{-1} \right)^2 \left( \sqrt{27} \right)^2 \\\\\\ i^2\cdot 27\implies -1\cdot 27\implies -27[/tex]

The supply curve swings left along the demand curve, raising the price of the pizza shops to close. If individuals just have a greater interest in beer, the demand curve will shift to the right, which will cause the price to rise as the supply curve is moved to the right. Apply this knowledge to the rest of the analysis.

If the price increase was modest, then the movement in supply in the pizza market must have outweighed the shift in demand. The supply shift in the pizza market must have been greater than the demand shift if the equilibrium amount of pizzas declines. The price of pizzas must have changed as a result of whichever modification happened first. If the amount of pizzas in the equilibrium market falls, the demand shift must have been greater than the supply shift.

The demand curve changes to its proper position. It happens as a result of people switching to eating pizza instead of pizzas. The new equilibrium price rises as a result of the new demand curve and the existing supply curve.

A rise in supply and a decline in demand will result in a decrease in the equilibrium price, but the impact on the equilibrium quantity cannot be predicted. Consumers now place less significance on price for any quantity, and producers are willing to simply accept a lower price; as a result, the price will decrease.

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Answer:

32.

Step-by-step explanation:

-|3-5|² + 4 • 3²

= - 2^2 + 4*9

= -4 + 36

= 32.

Answer:

32

Step-by-step explanation:

Subtract

5

from

3

.

−

|

−

2

|

2

+

4

⋅

3

2

The absolute value is the distance between a number and zero. The distance between

−

2

and

0

is

2

.

−

2

2

+

4

⋅

3

2

Raise

2

to the power of

2

.

−

1

⋅

4

+

4

⋅[tex]3^{2}[/tex]

Multiply

−

1

by

4

.

−

4

+

4

⋅

3

2

Raise

3

to the power of

2

.

−

4

+

4

⋅

9

Multiply

4

by

9

.

−

4

+

36

Add

−

4

and

36

.

32

The approximate number of downloads at a price of $0.54 per song is 1910.5

As the problem given we have The table shows the price per song and the number of songs downloaded per day at that Price per Song.

Price per song                                        number of songs

                                                                downloaded per day at that price

$0.89                                                         1,212

$0.79                                                          1704

$0.69                                                          1760

$0.59                                                          1877

$0.49                                                          1944

$0.39                                                          2011  

The formula for the linear interpolation process y = y1 + ((x – x1) / (x2 – x1)) * (y2 – y1), where x is the known value, y is the unknown value. x1 and y1 are the coordinates that are below the known x value, and x2 and y2 are the coordinates that are above the x value.

here x1= 0.49  y1= 1944    x2= 0.59   y2=1877 x=0.54

y=1944+((0.54-0.49)/(0.59-0.49))*(1877-1944)

y=1944-33.5=1910.5

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The result of the given equation is 14.

This is an problem of simplification. And for simplification we need to understand the rule of BODMAS.

BODMAS means we have to first solve B for bracket, O for of, D for divide, M for multiplication, A for addition and S for subtraction.

The rule of BODMAS has to  be followed in order to solve any equation in simplification method.

Here the problem is;

  32+6(14-5×2)÷4

⇒32+6(14-10)÷4

⇒32+6(4)÷4

⇒32+24÷4

⇒56÷4

⇒14

So, the solution of the given equation gives 14 as the answer.

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The resulting expression for 2/3 of the sum of nine and p is 2/3(9+p)

According to the question, we are to write the given statement as an expression

Let the unknown variable be p such that the sum of nine and p is 9 + p

Since "of" means multiplication, hence;

2/3 of the sum of nine and p will be expressed as;

2/3 of (9 + p)

2/3 * (9 + p)

2/3(9+p)

Hence the resulting expression for 2/3 of the sum of nine and p is 2/3(9+p)

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It depends on the answer and the number of y

Answer:

In the order they appear in the paragraph: different, measurement, coversions, world.

Step-by-step explanation:

"Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems."

The paragraph would not make sense if the words were in incorrect places.

To find the x-intercept from an equation, you substitute 0 for the variable y

and solve for x

To find the y-intercept from an equation, you substitute 0 for the variable x

and solve for y.

The x-intercept is where a line crosses the x-axis.

In other words, the x-intercept is the value of the x coordinate of a point where the value of y coordinate is equal to zero.

The y-intercept is the point where the line crosses the y-axis.

In other words, the y-intercept is the value of the y coordinate of a point where the value of x coordinate is equal to zero.

Hence,

To find the x-intercept from an equation, you substitute 0 for the variable y

and solve for x

To find the y-intercept from an equation, you substitute 0 for the variable x

and solve for y.

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The completion of the table by rounding the numbers to the nearest 10, 100, 1,000, 10,000, 100,000, and 1,000,000 is as follows:

Rounded to      Numbers

the nearest       3,147,283     68,547        1,656,908         900,571​

10                      3,147,280     68,550         1,656,910        900,570

100                   3,147,300     68,500        1,656,900        900,600

1,000               3,147,000     69,000        1,657,000         901,000

10,000            3,150,000     70,000        1,660,000        900,000

100,000         3,100,000    100,000        1,700,000        900,000

1,000,000     3,000,000   0.068547     2,000,000     1,000,000

Rounding a number involves, making it simple and very close to its true value, sometimes, using zeros or scientific notations.

Rounding a number is also known as an approximation, which is an estimate before the actual calculation is carried out.

Rounded to      Numbers

the nearest       3,147,283     68,547       1,656,908        900,571​

10                      3,147,280     68,550        1,656,910        900,570

100                   3,147,300     68,500       1,656,900        900,600

1,000               3,147,000     69,000       1,657,000         901,000

10,000            3,150,000     70,000       1,660,000        900,000

100,000         3,100,000    100,000       1,700,000        900,000

1,000,000     3,000,000   0.068547    2,000,000      1,000,000

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The three different ways you can determine that an angle is a right angle are as follows:

B) You can determine whether an angle is right if it is marked with a right angle symbol.

D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.

E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.

A right angle can be defined as a type of angle that is formed by the intersection of two (2) straight lines at 90 degrees. This ultimately implies that, a right angle has a measure of 90 degrees.

In conclusion, we can reasonably infer and logically deduce that all right angles are marked with a right angle symbol and they are formed as a linear pair.

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Complete Question:

Describe three different ways you can determine that an angle is a right angle.

A) You can determine whether an angle is right if the angle is congruent to the complement of the angle.

B) You can determine whether an angle is right if it is marked with a right angle symbol.

C) You can determine whether an angle is right if it is formed by two lines that appear to be perpendicular.

D) You can determine whether an angle is right if the angle is a vertical pair with a right angle.

E) You can determine whether an angle is right if the angle forms a linear pair with a right angle.