Please help

Write the equation of a line that is parallel to y=-x + 7 and passes
through the point (-4, 1). Write your answer in slope-intercept form,
y = mx + 6.

Answer:

The value of x lies between 20 and 40 and value of y lies between -20 and 10

Step-by-step explanation:

We are given that

[tex]y\leq 40-x[/tex]....(1)

[tex]y\leq x-20[/tex]...(2)

First we convert inequality equation into equality equation to find the solution of the given system of inequality equation.

Therefore, we can write as

[tex]y=-x+40[/tex]...(3)

[tex]y=x-20[/tex]...(4)

Adding equation (3) and (4) we get

[tex]2y=20[/tex]

[tex]y=10[/tex]

Substitute y=10 in equation (3) we get

[tex]10=40-x[/tex]

[tex]x=40-10=30[/tex]

(30,10) is the intersect point of two equation.

Put x=0 in equation (3)

[tex]y=40[/tex]

Substitute y=0 in equation (3)

[tex]x=40[/tex]

Substitute x=0 in equation (4)

[tex]y=-20[/tex]

Substitute y=0 in equation (4)

[tex]x=20[/tex]

Substitute x=0 and y=40 and in equation (1)

[tex]40\leq 40[/tex]

Hence, the equation is true.Therefore, the shaded region below the line.

Substitute x=0 and y=-20 in equation (2)

[tex]-20\leq -20[/tex]

The equation is true. Hence, the shaded region is below the line.

Hence, the value of x lies between 20 and 40 and value of y lies between -20 and 10.

Answer: No, Chaneece mixed up the variables. The correct solution is that x must be between 20 and 40 and y must be between 0 and 20.

Step-by-step explanation:

Answer Mr. Gerard speed was at most 25 miles per hour before the curve

Step-by-step explanation:

How to solve the speed Mr. Gerard was driving before the curve

Let’s just assume that Gerard went exactly the speed limit 15 miles per hour (mph) after when he slowed down by 10 miles per hour and drove around the curve. The reason why I’m using exactly 15mph is because it’s the max speed he can go. He can go 15 miles per hour and still be safe, but it’s just that he can’t go any faster than that.

Now, you can do 15 + 10 to find the speed he went before he drove around the curve. So, that would be 25mph before he drove around the curve.

You might be asking: What if he went slower than 25mph before he drove around the curve, and what if he went faster than 25mph?

-When he drives exactly 25mph and slows down by 10mph when he makes the turn around the curve, he’s going exactly 15mph which it safe for him because it’s not faster than 15mph.

-It could be possible that he went slower than 25mph before he drove around the curve, but he still will be safe because when he makes the turn around the curve and slows down by 10 miles per hour, now he’ll reach below 15 miles per hour which is even safer for him. Here’s an example for you to understand: Let’s say he drove 23mph before the curve (which is less than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 13mph, which is less than the speed limit 15mph. You can take any number less than 25mph and he’ll still be safe because it will be less than 15mph.

-Now, if he went faster than 25mph, he wouldn’t be safe anymore because after when he slows down by 10mph and goes around the curve, he’ll be above the speed limit of 15mph. Here’s an example for you to understand: Let’s say he drove 27mph before the curve (which is faster than 25mph). As soon as he makes the turn around the curve, he slows down by 10mph. So after he goes around the curve, he’s going 17mph, which is faster than the speed limit 15mph.

Answer: Mr. Gerard speed was at most 25 miles per hour before the curve

Graphing it

A way to graph this is to write out a compound inequality. You can write it as:

0 < y ≤ 25  ⇒ Where any speed has to be less than or equal to 25 miles per hour, because 25 miles per hour is the most/biggest speed Mr. Gerard can drive. But it has to be greater than 0 because you can’t go negative miles per hour, or 0 miles per hour

The graph is shown below ↓

I don’t know what graph you want, or how your teacher wants you to graph it. So I put two options for you :)

I hope you understand and that this helps with your question! :)

Answer:

48

Step-by-step explanation:

4x=148+44

4x=192

x=48

Answer:

Step-by-step explanation:

there are 360 degrees inside any 4-sided polygon

so add all four angle measures and set equal to 360:

3x + x + 44 + 148 = 360

4x + 192 = 360

4x = 168

x = 42

check:

3(42) + 42 + 44 + 148 should equal 360

126 + 42 + 192 = 360

168 + 192 = 360

360 = 360

Answer:

x = 31°

Step-by-step explanation:

triangle = 180°

-there is a right angle

180-90 = 90

90-59= 31

31+90+59 = 180

Answer:

[tex]x=31^{\circ},\\y=5[/tex]

Step-by-step explanation:

Since DB bisects [tex]\angle ABC[/tex], [tex]DC=DA[/tex]. Therefore, [tex]\fbox{$y=5$}[/tex].

From the isosceles base theorem, the measure of the angles adjacent to the congruent sides of an isosceles triangle are equal. Therefore, we can write the following equation:

[tex]2x+59+59=180,\\2x+118=180,\\2x=62,\\x=\fbox{$31^{\circ}$}[/tex].

Answer:

176.7 in²

Step-by-step explanation:

The formula for the area of a circle is πr².

But first, you have to find the radius. The radius is half of the diameter, which is the length from one edge of the circle to the other.

Here the diameter is 15 in. Divide the diameter by 2 to get the radius.

r = 15 ÷ 2 = 7.5 in

Now plug the radius into the formula and solve for the area.

A = πr²

A = π(7.5)²

A = π(56.25)

A = 176.7145868 ⇒ 176.7 in²

Hope that helps.

Answer:

X=63 y=27

Step-by-step explanation:

X and 117 are on a straight line. All straight lines = 180 degrees.

180 - 117 = 63

90 - 63 = 27

Answer:

10.46

Step-by-step explanation:

Let the Number of additional pair = x

Ware house A :

855 + 92x - - - (1)

Warehouse B:

Initial cost per pair before 9

= 810 / 9 = $90

Additional 7% for pairs after 9

1.07 * 90 = 96.3

810 + 96.3x - - - (2)

810 + 96.3x = 855+ 92x

96.3x - 92x = 855 - 810

4.3x = 45

x = 45 / 4.3

x = 10.46

Additional pair be 10.46

Answer:

a.  He used an incorrect time ratio converting hours to minutes.

d. He incorrectly concluded that she is not running fast enough.

Step-by-step explanation:

Looking at the Coach's method of conversion when converting time, he assumed that an hour had 15 minutes instead of 60 minutes. He therefore did not use the correct time ratio to convert hours to minutes.

The coach's calculations yielded an answer of 34 ft/s. This is way faster than 8.8 ft/ s so his deduction that she was not running fast enough to beat her fastest time is incorrect because at that inhumane speed, she did.

Answer: A.)He used an incorrect time ratio converting hours to minutes.

D.)He incorrectly concluded that she is not running fast enough.

Step-by-step explanation: i hope this helps :)

Answer:

41*

Step-by-step explanation:

Answer:

Let $10 tickets be (x)

Let $15 tickets be (y)

Now we know they sold 1000 tickets

And they earned 12,200 from sales

So we can say

X+Y=1000

10x+15y=12,200

We can do substitution

So lets find Y first

Y=1000-x (basically x+y=1000 but solved for Y)

10x+ 15 ( 1000-x)= 12,200

You’d get

10x+15000-15x=12200

Combine and solve for x and you’ll get

x=560

So we know that x is 560

We can just use that to solve for Y

Since X is 560 tickets

And 1000 tickets soled

1000-560=440

440 ($15) tickets

560 ($10) tickets

Answer:

C

Step-by-step explanation:

It is the only answer where the negative signs do not even out on both sides of the equation.

9514 1404 393

Answer:

  1. yes

  2. no

Step-by-step explanation:

We can label the equations [1] and [2] to make the transformations to the equivalent system easier to describe.

1. The equivalent system is [1] +[2] and 2×[1]. Both of these are described as allowed transformations.

  [1] +[2] is (-x +2y) +(-3x +9y) = (10) +(-15)  ⇒  -4x +11y = -5

  2×[1] is 2(-x +2y) = 2(10)  ⇒  -2x +4y = 20

These resulting equations match the ones proposed for the equivalent system.

  yes, the systems are equivalent

__

2. The first equation of the proposed "equivalent" system is [1] +[2]. The second equation has no relation to the equations of the given system.

  [1] +[2] = (-2x +3y) +(-11x -13y) = (14) +(-6)  ⇒  -13x -10y = 8

  no, the systems are not equivalent

(This is also shown in the attached graph. The original system is in red; the "equivalent" system is in green. Equivalent systems have the same solution. These do not.)

Answer:

second is a answer cos X= x/i

Answer:

Step-by-step explanation:

sin X = x / u

NOT THE PREVIOUS ANSWER

Answer:

he can pack 30 boxes

Step-by-step explanation:

i hope this helps

Answer:

No, Brandon is not correct in making that statement

Step-by-step explanation:

No, Brandon is not correct in making that statement. The absolute value of a number is the total distance between that number and 0. Brandon most likely states this because the absolute value of a negative number such as -5 would actually be the opposite, which is 5. This is not true for the absolute value of a positive such as 5, which instead is actually just 5. Meaning that the absolute value of a positive integer is the same value and NOT the opposite.

Answer:

the answer is 0

Step-by-step explanation:

cuz BD = AC

and if u put a number that u want, the answer of BD - AC will be 0

Answer:

0

Step-by-step explanation:

BD is congruent to AC so there's no need to find the values, it's automatically 0

Answer:

2 meter under water

first one

Answer:

The first one, 2 meters.

Step-by-step explanation: 5 meters-3 meters = 2 meters.

To convert from the base currency, we multiply by the exchange rate. Just like multiplying to apply a commodity price. Indeed, our base currency can be viewed as the commodity in the quote. Say we need to convert €8m into dollars, by applying the exchange rate EUR/USD 1.25.

Answer:15

Step-by-step explanation:

The box on the left is square in a square all side are equal

Answer:

15

Step-by-step explanation:

That's a square, so all lengths are the same

9514 1404 393

Answer:

  (a)  On a coordinate plane, a rectangle has points (0, 0), (0, 1), (2, 0), (2, 1)

Step-by-step explanation:

Every point coordinate of the dilated figure will be smaller by the same factor.

Looking at the original (0, 3) coordinate, we find that possible answer choices include ...

  A (0, 1) has a scale factor of 1/3

  B (0, 4) has a scale factor greater than 1

  C (0, 1) has a scale factor of 1/3

  D (0, 2) has a scale factor of 2/3

__

Looking at the rest of the points in the answer selections, we find that the scale factors in choices C and D are not consistent from one point to another (or even within the same point). Those choices must be rejected.

In selection A, the image points are listed out of order, tending to confuse the issue. However, A is the correct choice.

Answer:

C: 75%

Step-by-step explanation:

27 out of 36 are red.  You find the percentage by diving 27 by 36 and then moving the decimal place over to the right 2 spaces.  27 / 36 = .75

Answer:

Step-by-step explanation:

x = -3, f(x) =  17

x = 5, f(x) = 63

x = 0, f(x) = -2

x = 2, f(x) = 18

x = 7, f(x) = 103

Answer:

[tex]40^{\circ},\:40^{\circ},\: 100^{\circ}[/tex]

Step-by-step explanation:

The interior angles of any triangle always add up to [tex]180^{\circ}[/tex]. In an isosceles triangle, (at least) two sides are congruent and therefore their base angles are also congruent. We can then form the following equation:

[tex]2x+2x+5x=180[/tex], where [tex]x[/tex] is some constant.

Solving, we get:

[tex]9x=180,\\x=20[/tex]

Therefore, plugging our constant back in, our angles are:

[tex]2(20),\: 2(20), \: 5(20), \\\fbox{$40^{\circ},\:40^{\circ},\: 100^{\circ}$}[/tex].

Note this is only one group of possible angles. We could've also set the angle represented by [tex]5x[/tex] to be the pair of angles that are congruent, and depending on your definition of isosceles, each angle measure could be [tex]60^{\circ}[/tex] (equilateral).

Answer:

100, 40, 40

Step-by-step explanation:

First, do 2x+2x+5x because an isosceles triangle has two equal angles. We know that a triangle's total angle is 180 degrees so we do 180/9=20 x=20. Then multiply 2 by 20 to get 40. Then multiply 5 by 20 to get 100. So you get 40 40 100.

Answer:

You can graph them on desmos and see which is a linear (literally looks like a line)

Step-by-step explanation: