What is the value of x?
(6x + 109)
(x + 179)
(4x - 349)

Answer:

12.

Step-by-step explanation:

to find a ratio, you must add the two numbers in the ratio, (3+5=8) and divide the total by that number (32÷8=4) once that is dine you can multiply the ratio number to find the amount (3×4=12) (5×4=20) so the ratio is 12:20, but the amount of boys is 12.

Answer:

b. The total sum of the money was $330

Step-by-step explanation:

#b

∵ A sum of money is divided among John, Paul, and Robert

∵ The ratio of the shares of John, Paul, and Robert is 2: 4: 5

→ Multiply the ratio of each share by x

∴ The share of John = 2x

∴ The share of Paul = 4x

∴ The share of Robert = 5x

→ Find their sum

∴ The sum of the money = 2x + 4x + 5x = 11x

∵ The sum of the money is divided equally among them

→ That means dividing the sum by 3 to find the share of every one

∵ The sum of the money = 11x

∴ The share of every one = [tex]\frac{11x}{3}[/tex] = [tex]\frac{11}{3}[/tex]x

∴ The share of John is larger by $50

→ That means the difference between his shares is 50

∵ [tex]\frac{11}{3}[/tex]x - 2x = 50

∴ [tex]\frac{5}{3}[/tex]x = 50

→ Divide both sides by [tex]\frac{5}{3}[/tex]

∴ x = 30

→ Substitute it in the sum of the money to find it

∵ The sum of the money = 11(30)

∴ The sum of the money = $330

∴ The total sum of the money is $330

Answer:

k=-14

Step-by-step explanation:

Answer:

asdfasdf

Step-by-step explanation:

Answer:

$1680

Step-by-step explanation:

1500=100%

100+12(interest)=112

112=1.12(multiplier)

1500×1.12=$1680

Answer:

12x plus 3x equals $32

Step-by-step explanation:

I just wrote an equation that best fits the problem

Answer:

y=2/7x+-9

Step-by-step explanation:

I need to go soon

Answer:

y=2/7x-9

Step-by-step explanation:

Goes to the right by 7 units, and goes up by two so 2/7. Line intercepts at -9.

Answer:

The third answer choice

Step-by-step explanation:

-3(x+2) < 5x+10

-3x-6 < 5x+10

-3x-5x < 10+16

-8x < 16

x < -2

Answer:

Step-by-step explanation:

Let the cost of apples be x

Then we have equation:

Cost of apple: $2 per pound

Answer:

10

Step-by-step explanation:

The X is 10

Answer:

2/7 or about 29%

Step-by-step explanation:

2 are blue and there are 7 cards total so 2/7 and 2 divided by 7 is .2857 or .29 (29%).

Answer:

2/7

Step-by-step explanation:

There are 7 envelopes and 2 blue envelopes so the probability that the envelope will be blue is 2/7

Answer:

whole number

Step-by-step explanation:

its not a decimal and its not a fraction

Answer:

[tex]k=-3[/tex]

Step-by-step explanation:

Since the line passes through the origin, it must be a proportional/direct variation equation.

Direct variation equations have the form:

[tex]y=ax[/tex]

Where a is the constant of proportionality.

Let’s solve for a. We know that when x=5, y=40. So:

[tex]40=5a[/tex]

Divide both sides by 5:

[tex]a=8[/tex]

Therefore, our equation is:

[tex]y=8x[/tex]

We want to find the value of k such that y=-24. So, subsitute -24 for y and k for x:

[tex]-24=8k[/tex]

Divide both sides by 8:

[tex]k=-3[/tex]

Hence, the value of k is -3.

Answer:do you mean plotting a graph

Step-by-step explanation:

Answer:

15.08 if u round but it's really 15.079

Answer:

The number is 75

Step-by-step explanation:

Let x be the unknown number

of means multiply and is means =

1/5 x = 15

Multiply each side by 5

5 * 1/5 x = 5*15

x = 75

Answer:

75

Step-by-step explanation:

Answer:

(2n + 1)(n + 3) + (2n + 1)(n - 2)

= (2n + 1)(n + 3 + n - 2)

= (2n + 1)2n + 1)

= 4n² + 4n + 1

= 2(2n² + 2n) + 1

can see 2(2n² + 2n) is   a multiple of 2 but 1 isnt  a multiple of 2

=>  2(2n² + 2n) + 1  is not a multiple of 2

=> (2n + 1)(n + 3) + (2n + 1)(n - 2) is not a multiple of 2

Step-by-step explanation:

Answer:

15 dimes

Step-by-step explanation:

6 quarter = 1.50$

150 / 10 = x amount of dimes

X amount of dimes = 150$

15 dimes = 1.50$

HOPE THIS HELPS

PLZ MARK BRAINLIEST

Answer:

6 quarters is in total 1.50, so youll need a total of 15 dimes in order to have the same amount of 6 quarters

Step-by-step explanation:

Answer:

a = 21

Step-by-step explanation:

Given

[tex]\frac{a+19}{5}[/tex] = 8 ( multiply both sides by 5 to clear the fraction )

a + 19 = 40 ( subtract 19 from both sides )

a = 21

Answer:

A) rectangular prism

Explanation:

The base is a rectangle, not a pentagon nor hexagon. So B and D are out.

The difference between a prism and a pyramid is the shape.

Prism just tends to be extensions of the base while the pyramid would have a pointy top, just like a pyramid.

There is no pointy top on the object, so it is a rectangular prism.

Answer:

34in. of snow = +50 snow passes

+34in. of snow = +50 snow passes

Step-by-step explanation:

The statement which best describes the value of the expression at; x = 1 is; Choice D; The result is a whole number that is neither prime nor composite.

It follows from the task content that the value of the expression be determined at; x = 1 and consequently, the result be classified as a whole number, prime number or composite number.

Hence, when x = 1;

5x - 4 = 5(1) - 4.

= 5 - 4

= 1.

Hence, the result is 1 which can be classified as a whole number (integer). However, it is not a prime number and neither is it a composite number.

Therefore, Choice D is correct.

Read more on prime numbers;

https://brainly.com/question/145452

#SPJ1

Reflection. A reflection is what appears to be the same distance from the other side of the mirror.

9514 1404 393

Answer:

  The sequence 18

Step-by-step explanation:

After Nolan brings down a zero, the dividend Nolan will be 20, the same one he started with. So, he will get the same result he has gotten so far: the first quotient digit is 1 and the second quotient digit is 8, resulting in a new dividend of 20 (after the 0 is brought down).

The digits 18 will repeat until Nolan gets tired.

Answer: 92 or 119

in 4 months, 2 months with 30 days per month,  2 months with 31 days per month

suppose: the number to find is X

have: 90 < X < 30.2 + 31. 2 ⇔ 90 < X < 122

if X is a number has 2 digits => X is xy

=> [tex]\left \{ {{x+y=11} \atop {90<x\leq 100}} \right.[/tex]

=> xy = 92

if X is a number has 3 digits => X is abc

we have: [tex]\left \{ {{a+b+c=11} \atop {100\leq abc<122}} \right.[/tex]

because 100 ≤ abc < 122 => a = 1; b = 0 or 1

+) if a =1 ,b = 0 but a+ b +c = 11 => c = 10 (removed because c is a 1-digit number)

+) if a = 1, b = 1 => c = 9

=> abc = 119

=> X is 92 or 119

Step-by-step explanation:

Answer:

y = [tex]\frac{1}{3}[/tex] x + 5

Step-by-step explanation:

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

y = mx + b , "b" is y-intercept with coordinates (0, b)

(0, 5)

(6, 7)

m = [tex]\frac{7-5}{6-0}[/tex] = [tex]\frac{1}{3}[/tex]

y = [tex]\frac{1}{3}[/tex] x + 5

Answer:

An explicit rule for the nth term of the sequence will be:

[tex]a_n=-4\cdot \:2^{n-1}[/tex]      

Thus, option (A) is true.

Step-by-step explanation:

Given the sequence

[tex]-4, -8, -16, -32, ...[/tex]

A geometric sequence has a constant ratio r and is defined by

[tex]a_n=a_0\cdot r^{n-1}[/tex]

Computing the ratios of all the adjacent terms

[tex]\frac{-8}{-4}=2,\:\quad \frac{-16}{-8}=2,\:\quad \frac{-32}{-16}=2[/tex]

As the ratio 'r' is the same.

so

[tex]r=2[/tex]

as

[tex]a_1=-4[/tex]

Hence, the nth term of the sequence will be:

[tex]a_n=a_0\cdot r^{n-1}[/tex]

substituting the values [tex]r=2[/tex] and [tex]a_1=-4[/tex]

[tex]a_n=-4\cdot \:2^{n-1}[/tex]      

Therefore, an explicit rule for the nth term of the sequence will be:

[tex]a_n=-4\cdot \:2^{n-1}[/tex]      

Thus, option (A) is true.

Answer:

Our conditional statement should be written as:

'If they are congruent segments, then they have equal measures'.

Step-by-step explanation:

When we talk about conditional statements, it means we are about the statements which should contain 'if' and 'then'.

In our example, our hypothesis must be 'if they are congruent segments' and the conclusion should be 'then they have equal measures'.

Therefore, we conclude that our conditional statement should be written as:

'If they are congruent segments, then they have equal measures'.