What is the answer to 5(m−7)+3(m+9)=6

Answer:

13/6

Step-by-step explanation:

Answer: 1/6

Step-by-step explanation:

There is a slope formula for this.

(x1,y1)= (-4,6)

(x2,y2)= (2,7)

Plug it into the formula:

\(\frac{7-6}{2-(-4)}= \frac{1}{6}\)

The slope is 1/6. It doesn't matter which set of coordinates you use for x1, y1.

The required amount of the space available is 0.045 cubic meter.

We need to determine Space inside the steps.

The Volume is defined as the mass of object per unit density.

The required space = 0.3*0.4*0.5 - 0.15*0.5*0.2

                                 =  0.06 - 0.015

                                 =    0.045 cubic meter

Hence, the required amount of the space available will be 0.045 cubic meter.

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Answer:

Shona ran farther

Step-by-step explanation:

3/4 *3/3 is 9/12 and 9/12 is bigger than 7/12

Answer:

Shona

Step-by-step explanation:

Both fractions have different denominators. To get a better picture of who ran further, let's have both fractions have the same denominator.

Let's convert the smaller denominator to the bigger one.

In order to do this, we will multiply top and bottom by 3:

\(\frac{3}{4} *\frac{3}{3} \\\frac{9}{12}\)

Now, we compare the two fractions by seeing which numerator is closer to denominator.

From this comparison, the converted fraction, \(\frac{9}{12}\) is closer to 12.

Therefore, Shona ran further.

Complete question :

The Venn diagram relating to the question can be found in the picture attached below :

Answer:

A.) 15 ; b.) 17 ; c.) 20 ; d.) 19 ; e.) 55 ; 67; 76 ;100 ; F.) 369

Step-by-step explanation:

Let :

Cars = C ; Motorcycle = M ; Tricycle = T ; Walking = W

a) How many students ride in a tricycle, motorcycle and car going to their school

Intersection of the 3 modes;

(C n M n T) = 15 ; it is the number which sits in between all the three circles.

B.) How many students ride in both a motorcycle and a tricycle?

(M n T) = 17 ; number in the middle of both circles representing motorcycle and tricycle

C.) How many students ride in both a motorcycle and a car?

(M n C) = 20 ; number in the middle of both circles representing motorcycle and Car

D) How many students ride in both a car and tricycle?

(C n T) = 19 ; number in the middle of both circles representing Car and tricycle

e.)How many students go to school

in a car only = 55

in a motorcycle only = 67

Tricycle only = 76

Walking = 100

F.) How many Grade Seven students of Koronadal National Comprehensive High School are there in all?​

(100 + 67 + 76 + 55 + 19 + 20 + 17 + 15) = 369

Okay so you put -6 in where y is then solve and youll get your answer

-8x-7(-6)=-6

Answer:

Step-by-step explanation:

It is possible to solve this problem without using algebra and equations.

One number is 7 more than the other, but they add to 25.

If you subtract the difference of 7 first, you will be left with the sum of two equal numbers.

25

−

7

=

18

18

÷

2

=

9

The one number is 9 and the other is 7 more than 9, so (9+7 = 16)

The numbers are 9 and 16.

Check: 9+16 = 25#

Answer:

The pair of numbers that has a sum of 45 and a difference of 5 is (B) 25 and 20.

Step-by-step explanation:

26 + 19 = 45  and 26 - 19 = 3

25 + 20 = 45 and 25 - 20 = 5

24 + 21 = 45 and 24 - 21 = 3

26 + 21 = 47 and 26 - 21 = 5

Answer:

(13 + y) / 5

Step-by-step explanation:

Grandma Gertrude gave 13 pieces and Grandma Fien gave y pieces. The total number of pieces of jewelry can be expressed as 13 + y.

The total of 13 + y is divided among 5 Carlson sisters. This can be expressed by (13 + y) / 5.

Hope this helps!

To find the experimental probability for each outcome, we divide the number of times the cup lands in that position by the total number of tosses:

What is a outcome?

An outcome refers to a possible result of an experiment or event that is used to calculate the probability of that result occurring.

What is meant by experimental probability?

Experimental probability is the probability of an event based on actual, repeated trials or experiments rather than theoretical or mathematical calculations.

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Answer:

38°

Step-by-step explanation:

2y+2=3y-16

18=y

3(18)-16= 54-16=38

The amount of investment in 8% and 7% of the profit will be $14,000 and $6,000, respectively.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

Sophie put a portion of her $20,000 in bonds that created an 8% gain and the rest in bonds that created a 7% gain. In the event that the benefit on the 8% bonds was 700$ more than the benefit on the 7% bonds.

Let 'x' be the amount of investment in 8% profit. Then the amount of investment in 7% profit is ($20,000 - x). Then the equation is given as,

0.08x - 0.07(20,000 - x) = 700

0.08x + 0.07x - 1,400 = 700

0.15x = 2,100

x = $14,000

Then the amount of investment in 7% profit will be given as,

($20,000 - x) = $20,000 - $14,000

($20,000 - x) = $6,000

The amount of money in 8% and 7% of the benefit will be $14,000 and $6,000, separately.

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Answer:

m<wzx = 71

Step-by-step explanation:

Assuming these are interior angles of a triangle.

The sum of all three interior angles of a triangle is always 180 degrees, therefore:

m<xyz + m<wxz + m<wzx = 180

Substitute our values:

58 + 51 + m<wzx = 180

m<wzx = 180 - 58 - 51

m<wzx = 71

Economies of scale refer to the decrease in average costs per unit as production scale increases.

In this case, we can see that as the production of X increases, so does the average cost per unit of X. This is because producing 10 units of X (C(10,0) = 320) costs less than producing 5 units of X (C(5,0) = 150).

As a result, this manufacturing technology exhibits economies of scale for product X. Economies of scope are cost savings achieved when multiple products are produced concurrently rather than separately.

In this case, we can see that producing 5 units of X and 50 units of Y (C(5,50) = 240) costs less than producing 5 units of X (C(5,0) = 150) and 50 units of Y (C(0,50) = 100) separately. As a result, this manufacturing technology exhibits scope economies as well.

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Answer:

5/9-1/9=4/9

Step-by-step explanation:

5/9 chose basketball or soccer. 1/9 chose basketball.

Answer:

2.83333333333

Step-by-step explanation:

(3 2/5) / (1 1/5) = 2.83333333333

Answer:

85/30 or 2.833333333

Step-by-step explanation:

When dividing fractions, you must find the reciprocal of the second number and multiply it as usual.

It is also much easier to solve after you convert these numbers to improper fractions.

In this case,

3 2/5 = 17/5

1 1/5 = 6/5

17/5 ÷ 6/5

17/5 x 5/6

85/30 (17/6 reduced)

or

2.83333333333333333333

Answer:

6610

Step-by-step explanation:

We have tan(X) = opposite/ adjacent

tan(QBP) = PQ/BQ

tan(35) = PQ/BQ    ---eq(1)

tan(QAP) = PQ/AQ

tan(20) = \(\frac{PQ}{AB +BQ}\)

\(=\frac{1}{\frac{AB+BQ}{PQ} } \\\\=\frac{1}{\frac{AB}{PQ} +\frac{BQ}{PQ} } \\\\= \frac{1}{\frac{230}{PQ} + tan(35)} \;\;\;(from\;eq(1))\\\\= \frac{1}{\frac{230 + PQ tan(35)}{PQ} } \\\\= \frac{PQ}{230+PQ tan(35)}\)

230*tan(20) + PQ*tan(20)*tan(35) = PQ

⇒ 230 tan(20) = PQ - PQ*tan(20)*tan(35)

⇒ 230 tan(20) = PQ[1 - tan(20)*tan(35)]

\(PQ = \frac{230 tan(20)}{1 - tan(20)tan(35)}\)

\(= \frac{230*0.36}{1 - 0.36*0.7}\\\\= \frac{82.8}{1-0.25} \\\\=\frac{82.8}{0.75} \\\\= 110.4\)

PQ = 110.4

≈110

Height above sea level = 6500 + PQ

6500 + 110

= 6610

Step-by-step explanation:

Let's solve the given questions step by step:

1. Determine the equation of f:

From the given information, we know that the turning point of f is (1, 4). The general form of a quadratic function is f(x) = ax^2 + bx + c. We are given that f(x) = a(x + p)^2 + q, so let's substitute the values:

f(x) = a(x + p)^2 + q

Since the turning point is (1, 4), we can substitute x = 1 and f(x) = 4 into the equation:

4 = a(1 + p)^2 + q

This gives us one equation involving a, p, and q.

2. Determine the equation of g:

The equation of g is given as g(x) = 0.3x + p1.

3. Determine the coordinates of the x-intercept of g:

The x-intercept is the point where the graph of g intersects the x-axis. At this point, the y-coordinate is 0.

Setting g(x) = 0, we can solve for x:

0 = 0.3x + p1

-0.3x = p1

x = -p1/0.3

Therefore, the x-intercept of g is (-p1/0.3, 0).

4. For which values of x will f(x) ≥ g(x)?

To determine the values of x where f(x) is greater than or equal to g(x), we need to compare their expressions.

f(x) = a(x + p)^2 + q

g(x) = 0.3x + p1

We need to find the values of x for which f(x) ≥ g(x):

a(x + p)^2 + q ≥ 0.3x + p1

Simplifying the equation will involve expanding the square and rearranging terms, but since the equation involves variables a, p, and q, we cannot determine the exact values without further information or constraints.

To summarize:

We have determined the equation of f in terms of a, p, and q, and the equation of g in terms of p1. We have also found the coordinates of the x-intercept of g. However, without additional information or constraints, we cannot determine the exact values of a, p, q, or p1, or the values of x for which f(x) ≥ g(x).

The possible values for the discriminant include the following:

A. -1

D. -18

In Mathematics and Geometry, the x-intercept is the point at which the graph of a function crosses the x-coordinate (x-axis) and the value of "y" or y-value is equal to zero (0).

Since the graph of this quadratic function has no x-intercepts, we can logically deduce that the zeros, roots, or x-intercepts of this quadratic function must be an imaginary number.

Discriminant, D = b² - 4ac

In conclusion, we can reasonably infer and logically deduce that negative numbers such as -1 and -18 are possible values for the discriminant.

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Complete Question:

The graph of a certain quadratic function has no x-intercepts. Which of the following are possible values for the discriminant? Check all that apply.

A. -1

B. 3

C. 0

D. -18

Answer:

Step-by-step explanation:

X: -2, -1, 0, 1, 2,...

Y: -2, -1, 0, 1, 2,...

(y=x)

Answer:

0.19

Step-by-step explanation:

Jane bought a shoe for 54.82 euros

She gave the store owner 55 euros

= 55-54.82

= 0.18 euros to franc

= 0.18× 1.08222

= 0.19 franc

Answer:

6x^2

Step-by-step explanation:

Because we are multiplying 6 and a number x squared, we know that x will have an exponent of 2. Then, multiplying that by 6 and using conventional algebraic techniques, we can combine the two terms together.

6 * x^2

6x^2

Answer:

\(\displaystyle \rm \longmapsto 6 \times x {}^{2} \)

\(\displaystyle \rm \longmapsto {6x}^{2} \)

By rearranging the equation, we get the equation of the line parallel to 5x + 4y = 24 that passes through the point (8, -5) as y = (-5/4)x + 5.To find the equation of a line parallel to another line, we need to determine the slope of the given line.

The equation of a line can be written in slope-intercept form as y = mx + b, where m represents the slope.

To determine the slope of the given line 5x + 4y = 24, we need to rearrange the equation in slope-intercept form. First, subtract 5x from both sides: 4y = -5x + 24. Next, divide all terms by 4: y = (-5/4)x + 6. Therefore, the slope of the given line is -5/4.

Since the line we are looking for is parallel to this line, it will also have a slope of -5/4. Now we can use the point-slope form of a line to find the equation. The point-slope form is given as y - y1 = m(x - x1), where (x1, y1) represents the given point (8, -5) and m is the slope.

Substituting the values into the equation, we have y - (-5) = (-5/4)(x - 8). Simplifying further, y + 5 = (-5/4)x + 10.

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The reasoning presented lacks explicit explanations and logical connections between the steps, making it difficult to fully understand the intended proof strategy.

The given proof aims to show that the Separation Axioms can be derived from the Replacement Schema using a particular construction involving a formula p(x, y). Let's analyze the proof step by step:

Define the formula p(x, y) as x = yo(x).

This formula states that for each x, y pair, x is equal to the unique object y such that y is obtained by applying the operation o to x.

Define the set F as {(x, x) (x)}.

This set F contains pairs (x, x) where x is the unique object obtained by applying the operation (x) to x.

Claim: F(X) = {y (x = X)p(x, y)} = {y: (x = X)x = y^o(x)} = {x: (3x € X)o(x)} = {x X: (x)}.

This claim asserts that F(X) is equivalent to {y (x = X)p(x, y)}, which is further equivalent to {y: (x = X)x = y^o(x)}, and so on.

The proof states that since (x, y) satisfies the functional formula VaVyVz(p(x, y)^(x, z) y = z), it follows that (x, y) is a functional formula.This step emphasizes that the formula p(x, y) satisfies certain properties that make it a functional formula, which is relevant for the subsequent deductions.

Finally, the proof concludes that the Separation Axioms follow from the Replacement Schema, based on the previous steps.

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Answer is "c" cause it is

Step-by-step explanation:

1) 7/23 + 11/23 + 9/23

7+11+9/23

27/23

= 1 4/23

2) 2 5/7 + 9 4/7

11 9/7

= 11.12

3) 9/20 + 3/5

9+12/20

21/20

= 1 1/20 or 1.05

The 9.75 ft wide wall and the 5.75 feet window in the center, through the use of unit conversion

1. The space to fill 4 feet

2. 4 feet = 48 inches

3. 8 pictures

4. Tne new number of pictures with 10 inches width is 4 pictures

Unit conversion is the expression of the same quantity, using different a different unit of measurement

Part of the question obtained from a similar question includes;

The width of the wall Mr. Hamilton decorates with pictures = 9.75 ft

The width of the window at the center of the wall = 5 3/4 feet = 5.75 ft

Location of the window = The center of the wall

Location Mr. Hamilton will fill with the pictures = Left and right sides of the window

The width of each pictiure of a president = 6 inches

1. The length of the space Mr. Hamilton wants to fill with pictures = 9.75 ft - 5.75 ft = 4 ft.

2. The unit convertion factor from feet to cm is;1 ft = 12 inches

Therefore, 4 feet = 4 ft × 12 inches/ft = 48 inches

3. The number of pictures Mr. Hamilton will use, n, is therefore;

n = 48 inches/(6 inches/picture) = 8 pictures

The number of pictures Mr. Hamilton can use for decorating by placing pictures of presidents on the wall is 8 pictures

4. The responses to the questions if the dimensions of the picture are 10 inches are;

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The following elements were included in the response: labeling x-axis as age, labeling y-axis as texting speed, plotting points according to age and texting speed, and identifying a relationship between texting speed and age.

In the response, the following elements were included:

1. Labeling the x-axis as the input variable, age: This is important to indicate the independent variable being plotted.

2. Labeling the y-axis as the output variable, texting speed: This is crucial to indicate the dependent variable being represented.

3  Plotting the points according to age and texting speed: This involves placing the ordered pairs (age, texting speed) on the coordinate plane, with age values on the x-axis and texting speed values on the y-axis.

4. Identifying a relationship between the change in texting speed as age increases: By analyzing the plotted points and examining the pattern or trend, one can determine if there is a relationship between age and texting speed. For example, if the texting speed generally increases as age increases or if there is a linear or nonlinear relationship between the two variables.

Including all of these elements allows for a comprehensive analysis of the relationship between age and texting speed, providing a visual representation and enabling the identification of any patterns or trends.

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Answer:

From Thursday to Friday, the change in the depth was 19/16 inches

or as a mixed number, 1 3/16 inches

Step-by-step explanation:

From Monday to Thursday, the depth of a snowdrift changed by 2 3/8 inches

now, 2 3/8 = 2(8/8)+(3/8) = 16/8 + 3/8 = (16+3)/8

so, 2 3/8 = 19/8 inches = depth change from monday to thursday

From Thursday to Friday, the depth changed by half as much,

so,

depth change from Thursday to Friday = 1/2(depth change from Monday to Thursday)

depth change from thursday to friday = 1/2(19/8) = 19/16 inches