Evaluate y(x ÷ 2) if x is 20 and y is 10
​

Answer:

96

Step-by-step explanation:

X be the total containers bought

Sales - cost = profit

4.08(X - 14) - 2.6X = 84.96

4.08X - 2.6X - 57.12 = 84.96

1.48X = 142.08

X = 96

y = x - 4 is  the equation of the line in slope-intercept form.

How do you interpret a slope-intercept form?

The data provided by that form can be used to graph a linear equation in slope-intercept form. As an illustration, the equation y=2x+3 indicates that the line's slope is 2 and that its y-intercept is located at (0,3). This reveals the single point at which the line passes as well as the direction in which we should draw the full line after that.

Point from graph = (2, -2 )

                slope (m) = y/x

                                = -2/2

                                = 1

slope-intercept form ⇒ y = mx + c    

                                        -2 = 1 * 2 + c

                                          - 2 = 2 + c

                                               c = -4

 slope-intercept form ⇒ y = x - 4

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The slopes are best approximated as: The slopes are approximately -1.7, 0, and 1.7.

The formula to find the slope between two coordinates is expressed as:

Slope = (y₂ - y₁)/(x₂ - x₁)

The slope of each line above the x-axis are:

Slope 1 = (5 - 0)/(5 - 8)

Slope 1 = -1.7

Slope 2 = (5 - 5)/(5 - (-2))

Slope 2 = 0

Slope 3 = (5 - 0)/(-2 - (-5))

Slope 3 = 5/3 = 1.7

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Answer:

3.46

Step-by-step explanation:

A reflection is a series of transformation that flips a figure over a line.

The line is called the line of reflection.

The image of the figure is a mirror image of the original figure.

A transformation is a general term for any operation that moves, stretches, or changes the shape of a figure.

There are many types of transformations, including translations, rotations, and reflections.

A rotation is a transformation that turns a figure around a fixed point called the center of rotation.

The amount of turn is given by the angle of rotation, which can be measured in degrees.

To determine a series of transformations that would map Figure R onto Figure S, we need to look at the two figures and identify their similarities and differences.

Then, we can choose a series of transformations that will change the first figure into the second one.

If Figure R is a triangle and Figure S is the same triangle, but rotated 90 degrees counterclockwise, we could use a rotation of 90 degrees counterclockwise as the transformation that maps Figure R onto Figure S.

If Figure R is a square and Figure S is a rectangle with the same area, but longer in one dimension, we could use a dilation (stretching) transformation that preserves area to change the square into a rectangle with the same area as Figure S, and then use a translation (moving) transformation to move the rectangle to the same location as Figure S.

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To create a spider plot showing the effect on profit of varying the availability of resources, follow these steps:

1. Start by setting up your base-case values for each resource. This will be the starting point for your spider plot.

2. Next, create a series of data points for each resource by varying its availability between 90% and 110% of the base-case value in 2% increments. For example, if the base-case value for a resource is 100, you would create data points at 90, 92, 94, 96, 98, 100, 102, 104, 106, 108, and 110.

3. Plot these data points on a spider plot, with the base-case value at the center and the varying values radiating outwards. Each resource should have its own line or "spider leg" on the plot.

4. Finally, add labels and a legend to your spider plot to make it easy to understand which resource is represented by each line and what the varying values mean.

By following these steps, you can create a spider plot that clearly shows the effect on profit of varying the availability of resources.

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Answer:

the first number is 75 and the second number is 100

By substitution; x = 4 and y = -31

An equation is a mathematical statement that shows that two mathematical expressions are equal. It shows the relationship of equality between the expression written on the left side with the expression written on the right side. Equations can be solved to find the value of an unknown variable representing an unknown quantity.

y=-6x-7 --- 1

7x+y=-3 --- 2

Substituting y as 6x - 7 in equation 2

7x + (-6x - 7) = -3

7x - 6x - 7 = -3

x - 7 = -3

x = -3 + 7

x = 4

Substitute x as 4 in equation 1

y = -6x - 7

y = -6(4) - 7

y = -24 - 7

y = -31

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The value of x is -1 which makes the model true

The equation from the given model will be 5x+6=1

We have to find the value of x

5x+6=1

Subtract 6 from both sides

5x=-5

Divide both sides by 5

x=-1

Hence, the value of x is -1 which makes the model true

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Answer:

\(|\frac{x}{y} |\)

Step-by-step explanation:

We are given the following expression: \(\sqrt\frac{x^3y^5}{xy^7}\), where x > 0 and y > 0.

We want to simplify it.

To do that, we can first simplify what is under the radical, then take the square root of what is left.

Recall that when simplifying exponents, we don't want any negative or non-integer radicals left.

To simplify what is under the radical, we can remember the rule where \(\frac{a^n}{a^m} = a^{n-m}\).

So, that means that \(\frac{x^3}{x} = x^2\) and \(\frac{y^5}{y^7} = y^{-2}\) .

Under the radical, we now have:

\(\sqrt{x^2y^{-2}}\)

Now, we take the square root of both exponents to get:

\(|xy^{-1}|\)

The reason why we need the absolute value signs is because we know that x > 0 and y > 0, but when we take the square root of of \(x^2\) and \(y^{-2}\) , the values of x and y can be either positive or negative, so by taking the absolute value, we ensure that the value is positive.

However, we aren't done yet; remember that we don't want any radicals to be negative, and the integer of y is negative.

Recall that if \(a^{-n}\), that is equal to \(\frac{1}{a^n}\).

So, by using that,

\(|x * \frac{1}{y} |\)

This can be simplified to:

\(|\frac{x}{y} |\)

Answer:

(12,-1)

Step-by-step explanation:

Let the coordinates of v to be x and y

(4+x)/2=8

4+x=16

X=12

(5+y)/2=3

5+y=2×3

5+y=6

Y=-1

B(12,-1)

Answer:

The outlier is $12, results in a decrease in the mean. Outliers have little influence on the median.

If you actually calculate and try and find an outlier, this dataset doesn't have one. But I'm going to assume they're just looking for an extreme number in the set since it clearly says to identify it

The requried outlier is $12 and it significantly affects the mean by lowering it, but it does not affect the median.

When a dataset is ordered, the median is the value that is exactly in the middle. It is a measure of central tendency that distinguishes between the lowest and top 50% of data.

Here,

The outlier in this data set is the first observation of $12, which is significantly lower than the rest of the values.

The mean is calculated by adding all the values and dividing by the number of values. In this case, the mean is:

$12 + $62 + $70 + $54 + $62 = $260

$260 ÷ 5 = $52

When the outlier of $12 is included in the calculation, it significantly lowers the mean.

The median is the middle value when the data set is arranged in order from least to greatest. In this case, the median is $62, which is not affected by the outlier of $12.

Therefore, the outlier is $12 and it significantly affects the mean by lowering it, but it does not affect the median.

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The graph which shows the function is exponential decay is on a coordinate plane, a curve approaches y = 0 in quadrant 1 and curves up in quadrant 2 thus, option (D) is correct.

In mathematics, an exponential function is a relationship of the type y = ax, where x is an independent variable that spans the entire real number line and is expressed as the exponent of a positive number.

As per the given,

The exponential function is a function that changes rapidly, for example, y = 6^x here as x approaches higher the y approaches rapidly higher.

Exponential decay is the exponential function that rapidly decreases as x increases for example y = 6^(-x).

The graph of the exponential decay has been graphed below.

Hence "The graph which shows the function is exponential decay is on a coordinate plane, a curve approaches y = 0 in quadrant 1 and curves up in quadrant 2".

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Answer:

D

Step-by-step explanation:

edge

hope this helps :)

a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

9514 1404 393

Answer:

  0

Step-by-step explanation:

The average rate of change of function g on the interval [a, b] is ...

  m = (g(b) -g(a))/(b -a)

For g(x) = 4, the average rate of change on the interval [1, 5] is ...

  m = (g(5) -g(1))/(5 -1) = (4 -4)/(5 -1) = 0/4 = 0

The average rate of change is zero.

__

The function describes a horizontal line, which has a slope of 0 everywhere. Its average rate of change will be 0 on any interval.

Thus, the cardinal number of the set E is found to be: N(E) = 6.

A cardinal number describes or expresses how many of anything are present.

So all natural numbers are often refereed to as cardinal numbers. Cardinal numerals have been used for counting. When an ordinal number is an integer that represents the location or place of an object.

The description of a cardinal number is really a number that is used to express quantity in whole numbers. Decimals and fractions are not regarded as cardinal numbers. Natural numbers and numbering numbers constitute cardinal numbers. Each of them is a positive integer.

Given data:

N(CxE) = 18

C = {4, 5, 6)

In which N is the cardinal number, that is the total elements present in the set.

So,

N(C) = 3

Given that: N(CxE) = 18

The formula for the Cartesian product is:

N(CxE) = N(C) * N(E)

18 = 3* N(E)

N(E)  = 18 /3

N(E) = 6

Thus, the cardinal number of the set E is found to be: N(E) = 6.

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Complete questions:

Find N(E), Given That N(CxE) = 18 And C = {4, 5, 6).

Α. 6

B. 9

C. 3

D. 5

Answer:

13%

Step-by-step explanation:

I really don’t know if it’s right

The domain and the range of the graphed function are given as follows:

From the graph of the function, the domain and range are obtained as follows:

The graph is given by the image presented at the end of the answer.

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The length of the zip wire, with a 10-degree angle to the horizontal and a distance of 25 meters between the posts, is approximately 25.35 meters.

To calculate the length of the zip wire, we can use trigonometry. Let's consider the triangle formed by the zip wire, where the horizontal distance between the two posts is 25 meters and the angle between the zip wire and the horizontal is 10 degrees.

Using trigonometric functions, we can determine the length of the zip wire. In this case, we'll use the sine function because we have the opposite side (the vertical distance) and we want to find the hypotenuse (the length of the zip wire).

The formula for sine is:

sin(angle) = opposite / hypotenuse

Rearranging the formula, we have:

hypotenuse = opposite / sin(angle)

In this case, the opposite side is the vertical distance, which is h.

So, the formula becomes:

hypotenuse = h / sin(angle)

To find h, we can use the formula for the length of the zip wire:

h = 25 * tan(angle)

Substituting this into the previous formula, we get:

hypotenuse = (25 * tan(angle)) / sin(angle)

Calculating the value, we have:

hypotenuse = (25 * tan(10°)) / sin(10°)

Using a calculator, we find:

tan(10°) ≈ 0.1763

sin(10°) ≈ 0.1736

Substituting these values, we can calculate the length of the zip wire:

hypotenuse ≈ (25 * 0.1763) / 0.1736 ≈ 25.35 meters

Therefore, the length of the zip wire is approximately 25.35 meters.

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Let x be the smallest of the 3 integers, then since the sum of the three consecutive even integers is 6356 we can set the following equation:

Simplifying the above equation we get:

Then to answer this question we must solve the following equation:

Using the quadratic formula for second-degree equations we get:

Therefore:

Since the problem is asking for positive integers, then x=44, and the integers are 44, 45, and 46, therefore its sum is 135.

Answer: 135.

The calculated value of x in the equation (x + 1) (x - 5) = 16 is 7

From the question, we have the following parameters that can be used in our computation:

(x + 1) (x - 5) = 16

The above expression is the product of two factors

(x + 1) and (x - 5)

And the result is 16

Express 16 as 8 * 2

So, we have

(x + 1) (x - 5) = 8 * 2

By comparison, we have

x + 1 = 8 and x - 5 = 2

When evaluated, we have

x = 7 and x = 7

This means that the value of x in the equation is 7

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The last row of the table will show the total interest paid, which is approximately $243.11.

The correct option is C.

A ratio or value that may be stated as a fraction of 100 is called a percentage. And it is represented by the symbol '%'.

To calculate the total interest paid,

we need to first find out how many months it will take to pay off the entire balance.

We can use the following formula to calculate the number of months:

N = -log(1-(r×b/p))/log(1+r)

where N is the number of months, r is the monthly interest rate (which is the annual percentage rate divided by 12), b is the balance, and p is the payment.

In this case,

r = 0.1799/12 = 0.01499 (monthly interest rate), b = $1,800, and p = $125.

Plugging these values into the formula, we get:

N = -log(1-(0.01499 × 1800/125))/log(1+0.01499) ≈ 16.24

So it will take about 16.24 months to pay off the entire balance.

Using a spreadsheet, we can create a table with the following columns:

Month: 1 to 16

Balance: starting with $1,800 and decreasing by $125 each month

Interest: calculated as the monthly interest rate times the balance

Payment: $125

Total Interest: calculated as the sum of the interest for all previous months

The last row of the table will show the total interest paid, which is approximately $243.11.

Therefore, the value is (C) $243.11.

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Answer: Option C is correct $243.11

Step-by-step explanation: I got it right On the test!!!

Answer:

Step-by-step explanation: infinitely many solutions (please give brainliest)

119 runners did not finish the race.

To determine the number of runners who did not finish the race, we need to calculate the total number of runners who started the race and subtract the number of runners who finished.

The total number of runners who started the race is the sum of the runners in each wave:

Total runners = Runners in first wave + Runners in second wave + Runners in third wave

Total runners = 341 + 295 + 316

Total runners = 952.

To calculate the number of runners who finished the race, we need to multiply the total number of runners by the fraction of runners who finished (7/8):

Runners who finished = Total runners \(\times (7/8)\)

Runners who finished \(= 952 \times (7/8)\)

Runners who finished = 833.

Since we cannot have half of a runner, we round down the decimal to the nearest whole number since we're dealing with people.

Therefore, 833 runners finished the race.

To find the number of runners who did not finish, we subtract the number of runners who finished from the total number of runners:

Runners who did not finish = Total runners - Runners who finished

Runners who did not finish = 952 - 833

Runners who did not finish = 119

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Answer:

Both A and B

Step-by-step explanation:

Both a and b. A three-way intersection can be referred to as a T-intersection or a Y-intersection, depending on the shape of the intersection. In a T-intersection, one road intersects another road perpendicularly, forming a T-shape. In a Y-intersection, one road splits into two branches, forming a Y-shape.

Answer:

x=-1/4

Step-by-step explanation:

-4/16=16x/16

-1/4=x

Step-by-step explanation:

See image below

Answer: 37cm²

Step-by-step explanation:

Given

The objective is to solve for y, that is, isolate the y-term in one side of the expression.

The first step is to pass "-1/5y" to the left side of the expression by applying the inverse operation

Next pass "+2" to the right side of the expression

Finally multiply both sides by -5