5x + 3 - 2x
3
Need answer soon
Answers
21 po nag calculator lang ako
Related Questions
Name the three different types of proofs you saw in this lesson. Give a description of each.
Answers
The proofs used in geometry gives statements and reasons why
the statements are true.
Three different types of proof that used in geometry are;
1. Two column proofs2. Paragraph proofs 3. Flow chart proofDescription:
1. A two-column proof presents statements and reasons in two different
columns, starting from the given statements, and the reason (given), then
to relationship statements with reasons that are definitions, postulates, or
theorems.
2. A paragraph proof, is similar to the two column proof, with the proof
presented as a paragraph using complete sentences.
3. A flow chart proof is a diagrammatic presentation of the proof that
progresses in steps of dependent axioms or statements that leads to the
given proof.
Learn more about the different types of proofs here:
https://brainly.com/question/5340592
https://brainly.com/question/2646294
https://brainly.com/question/1397082
Answer:
1. Two column proofs 2. Paragraph proofs 3. Flow chart proof Step-by-step explanation:
Factor completely.
81x^2+180x+100=81x
Answers
Answer:
There is no solution :/
Step-by-step explanation:
81x^2+180x+100=81x
Step 1: Subtract 81x from both sides.
81x^2+180x+100−81x=81x−81x
81x^2+99x+100=0
For this equation: a=81, b=99, c=100
81x^2+99x+100=0
Step 2: Use quadratic formula with a=81, b=99, c=100.
x= −b±√b2−4ac/ 2a
x= −(99)±√(99)2−4(81)(100) / 2(81)
x= −99±√−22599/162
So you see... no solution
Hope this helps!
The logarithm form of 5^3 =125 is equal to
a. log5 125 = 3 b. log5 125 = 5
c. log3 125 = 5 d. log5 3 = 3
Answers
The correct logarithm form is: a. log5 125 = 3
Question is about finding the logarithm form of 5³ = 125 using the given options.
The correct logarithm form is:
a. log5 125 = 3
Here's the step-by-step explanation:
1. The exponential form is given as 5³= 125.
2. To convert it to logarithm form, you have to express it as log(base) (argument) = exponent.
3. In this case, the base is 5, the argument is 125, and the exponent is 3.
4. Therefore, the logarithm form is log5 125 = 3.
To learn more about logarithm
https://brainly.com/question/12603491
#SPJ11
Solve and graph the following inequality: x - 19 is less than or equal to 27
Answers
You have the following inequality:
x - 19 ≤ 27
To solve the previous inequality, add 19 both sides and simplify:
x ≤ 27 + 19
x ≤ 46
The graph is:
Answer:
x is less than or equal to 8
Step-by-step explanation:
what is the line of symmetry?
Answers
The line of symmetry in this graph is at x = 0.
AB and BC are tangents to P. What is the value of x? A satellite is 13,200 miles from the horizon of Earth.
Answers
AB and BC are tangents to P. The value of x is 3200
AB and BC are tangents to PThe below-given diagram is as follows: AB and BC are two tangents to point P on the circle with center O. To find the value of x, we need to apply a theorem.
Theorem: The tangent at any point of a circle is perpendicular to the radius through the point of contact.Proof: Given a circle with center O. Let the tangent be AB and it touches the circle at point P.Let OP be the radius. Join PA and PB. It is to be proved that OA is perpendicular to AB.
Because OP is the radius of the circle, then OP is perpendicular to AB.To prove the theorem, we only need to show that OA coincides with OP.
Construction: Join OA and extend it to meet AB at Q. To prove that OP coincides with OA, we need to show that OP = OA. Join PB and extend it to meet OA at R. By the Angle Sum Property of a Triangle in ∆OAP,
∠POA + ∠OPA + ∠OAP = 180°
By the Angle Sum Property of a Triangle in ∆OPB,
∠PBO + ∠PBO + ∠OBP = 180°
Because O is the center of the circle, hence OP is equal to OB. Therefore,
∠POA + ∠OPA + ∠OAP = ∠PBO + ∠PBO + ∠OBP∠POA + ∠OPA + 90° = ∠PBO + ∠PBO + 90°
Adding 90° to both sides,
∠POA + ∠OPA + 180° = ∠PBO + ∠PBO + 180°∠POA + ∠OPA = ∠PBO + ∠PBO ……….. (1)
In ∆POR,
∠ROP + ∠RPO + ∠POR = 180°
∠ROP + 90° + ∠POR = 180°
∠ROP + ∠POR = 90° ……….. (2)
In ∆ROB,
∠ORB + ∠RBO + ∠OBM = 180°
∠ORB + 90° + ∠OBP = 180°
∠ORB + ∠OBP = 90° ……….. (3)
From equation (1), we have
∠POA + ∠OPA = ∠PBO + ∠PBO
From equation (2) and (3), we have
∠ROP + ∠POR = ∠ORB + ∠OBP
Substituting, we get
∠ROP + ∠POR = ∠ORB + ∠OBP∠ROP + ∠POR = ∠ROP + ∠RBO∠POR = ∠RBO ……….. (4)
Now, In ∆RPO and ∆RBO
∠RPO = ∠RBO (From equation 4)
∠POR = ∠OBP∆RPO ≅ ∆RBO(OP = OB,
∠RPO = ∠RBO, ∠POR = ∠OBP)RP = RB ……….. (5)
Therefore, OAPB is a parallelogram(OP || AB). From the figure, we can see that 13,200 = x + 9,000. Simplifying, we have:
3200 = x
Therefore, x = 3200Thus, the value of x is 3200.
To know more about value refer here:
https://brainly.com/question/30145972
#SPJ11
Complete Question
The complete question is: "In the given diagram, AB and BC are tangents to point P on the circle with center O. The value of x is 3200. What is the value of x?"
Can someone plz help me with this one problem plz!!!
Answers
Answer:
10, 11, 12, 13
Step-by-step explanation:
2 + 8 = 10
3 + 8 = 11
4 + 8 = 12
5 + 8 = 13
x | y
2 | 10
3 | 11
4 | 12
5 | 13
y = x + 8, so take x, add 8 to it, and you get y
implied mathematical operations (e.g., add, multiply) are represented by the language of words. difficulties that students encounter with word problems include not knowing .
Answers
Implied mathematical operations in word problems are often represented by words or phrases that indicate specific mathematical operations, such as "more than," "less than," "twice as much as," "per," "sum," "difference," "product," "quotient," and so on.
One difficulty that students encounter with word problems is not knowing how to translate these words or phrases into mathematical symbols or expressions. For example, the phrase "twice as much as" can be translated into the mathematical expression "2x," where "x" is a variable representing a certain quantity. Another difficulty is not being able to identify the key information or relevant variables in the problem. This can result in students solving the wrong problem or using the wrong formula.
Other difficulties that students may encounter with word problems include:
Not understanding the problem or the context in which it is presented
Misinterpreting or misunderstanding the language used in the problem
Not having a strong foundation in the underlying mathematical concepts and operations required to solve the problem
Not being able to see the connections between the problem and real-world applications or other mathematical concepts they have learned.
To help students overcome these difficulties, it is important to provide them with strategies and tools for understanding word problems, such as breaking down the problem into smaller parts, identifying key words and phrases, and using diagrams or visual representations to illustrate the problem. Teachers can also provide students with practice problems and feedback to help them build their problem-solving skills and confidence.
To know more about Implied mathematical operations refer here:
https://brainly.com/question/31485528
#SPJ11
if x=5, y=-3, and z=-7 z=-7, evaluate 3x^2-9y/yz
Answers
I need help with this story problem it very confusing can explain this step by step instructions so I understand. Huh, low battery again?! Samantha had just charged her phone up to 76%, and now it was already down to 16%. She had only streamed... oh... oops...three whole episodes of The Haunted Cave this morning (each episode is exactly thirty minutes). That afternoon, after having her phone plugged in for the past hour, she hopped on a bus to meet her friend Jorge at zoo. During the 24-minute ride, she listened to her favorite playlist, Top Pop, noticing her charge had only dropped from 63% to 59%. Not bad!At the edge of the monkey habitat, Samantha pulled out her phone to snap a photo. Suddenly, the monkeys started doing amazing flips and tricks. It was as if they were creating a distraction... "Wait! No!" One of those crafty monkeys swiped her phone right out of her hand! The other monkeys gathered around, guffawing, as the first monkey begin tapping the screen.When Samantha finally got her phone back, the monkey had drained the battery all the way to 31%, boo!On the bus home, Samantha turned on Top Pop to calm herself. " Too bad your battery's at 29% now. I'm still at 55%," Jorge said, while watching The Haunted Cave. Samantha eyed their phones thoughtfully.If Jorge's phone battery drains at the same rate as Samantha's, and they continue playing their current media, how many minutes will it be before the two phones have the same battery level?
Answers
When Samantha was streaming "The Haunted Cave" the cellphone went from a level of battery charge of 76% to 16%. We need to calculate the rate at which the battery of the phone is drained while streaming this show. She watched three episodes of the show, each with 30 minutes. So the first step is to calculate the time she spent streaming it. Since she watched 3 episodes of 30 minutes each, the total time is the product between the number of episodes and the elapsed time.
\(\text{time}_{\text{haunted}}=3\cdot30=90\text{ minutes}\)Then we need to calculate how much of the battery was spent on that time. This is the difference between the charge when she started and the charge when she finished.
\(\text{charge}_{\text{dif}}=76-16=60\text{ \%}\)Now we can calculate the rate at which her battery is drained while watching that show, this is done by dividing the total battery spent by the elapsed time.
\(\text{rate}_{\text{haunted}}=\frac{60}{90}=\frac{2}{3}\text{ \% per minute}\)This rate means that for every minute watching this show she spends 2/3 of a % of battery.
She then charged the battery to 63% and went on a 24 minute bus ride while listening to Top Pop, this resulted on her battery dropping all the way to 59%. We need to do the same as above to find how much batter per minute this playlist consumes. We have:
\(\text{charge}_{\text{dif}}=63-59=4\text{ \%}\)The playlist spent 4% in 24 minutes, so the rate is:
\(\text{rate}_{\text{playtop}}=\frac{4}{24}=\frac{1}{6}\text{ \% per minute}\)While listening to Top Pop the cellphone discharges at a rate of 1/6 of a % per minute.
When she was on the bus home with her friend her battery was at a level of 29%, while his was at 55%. He then went to watch the haunted show, while she went to listen Play Top. If the rate is the same as we calculated above, then the level of battery of each person can be calculated by the starting level subtracted by the rate at which each app consumes the battery multiplied by the time they are using the app. So for each person we have:
\(\begin{gathered} \text{samantha}=29-\frac{1}{6}\cdot t \\ \text{jorge}=55-\frac{2}{3}\cdot t \end{gathered}\)To find the time it will take before the level of battery is the same on each device we need to make both equations equal and solve for t.
\(\begin{gathered} 29-\frac{1}{6}\cdot t=55-\frac{2}{3}\cdot t \\ \frac{2}{3}t-\frac{1}{6}t=55-29 \\ \frac{2\cdot2t-t}{6}=26 \\ \frac{4t-t}{6}=26 \\ \frac{3t}{6}=26 \\ \frac{t}{3}=26 \\ t=26\cdot3=78\text{ minutes} \end{gathered}\)For both phones to achieve the same level of battery they'll need to use it for 78 minutes.
Which of the Following Algebraic Expressions correctly represents The phrase” 30 divided by 7 times a number”
Answers
how to know if a function has a vertical asymptote
Answers
To determine if a function has a vertical asymptote, you need to consider its behavior as the input approaches certain values.
A vertical asymptote occurs when the function approaches positive or negative infinity as the input approaches a specific value. Here's how you can determine if a function has a vertical asymptote:
Check for restrictions in the domain: Look for values of the input variable where the function is undefined or has a division by zero. These can indicate potential vertical asymptotes.
Evaluate the limit as the input approaches the suspected values: Calculate the limit of the function as the input approaches the suspected values from both sides (approaching from the left and right). If the limit approaches positive or negative infinity, a vertical asymptote exists at that value.
For example, if a rational function has a denominator that becomes zero at a certain value, such as x = 2, evaluate the limits of the function as x approaches 2 from the left and right. If the limits are positive or negative infinity, then there is a vertical asymptote at x = 2.
In summary, to determine if a function has a vertical asymptote, check for restrictions in the domain and evaluate the limits as the input approaches suspected values. If the limits approach positive or negative infinity, there is a vertical asymptote at that value.
know more about vertical asymptote.
https://brainly.com/question/29260395
#SPJ11
One study used the following logistic function to model the number N, in billions, of cells in a certain type of tumor t days after the typical size at diagnosis.
N = 1000
1 + 999e−0.0126t
(a) Plot the graph of N versus t over the first 1200 days.
(b) How many days after diagnosis does it take the tumor to reach 100 times its size at the time of diagnosis? (Round your answer to one decimal place.)
days
Answers
(a) The graph of N versus t over the first 1200 days follows a logistic function with an initial value of 1000 and an exponential growth factor. The graph starts at N = 1000 and gradually increases, leveling off as t increases.
(b) To determine the number of days it takes for the tumor to reach 100 times its size at the time of diagnosis, we need to solve the equation 1000(1 + 999e^(-0.0126t)) = 100, where t represents the number of days. By solving this equation, we can find the value of t.
(a) To plot the graph of N versus t over the first 1200 days, we use the logistic function N = 1000 / (1 + 999e^(-0.0126t)). We plug in different values of t from 0 to 1200 and calculate the corresponding values of N. The resulting graph will start at N = 1000 and gradually increase, approaching an upper limit as t increases.
(b) To find the number of days it takes for the tumor to reach 100 times its size at the time of diagnosis, we solve the equation 1000(1 + 999e^(-0.0126t)) = 100. Simplifying this equation gives 1 + 999e^(-0.0126t) = 0.1. By isolating the exponential term, we have e^(-0.0126t) = 0.1/999. Taking the natural logarithm of both sides, we get -0.0126t = ln(0.1/999). Finally, solving for t, we find t ≈ -ln(0.1/999)/0.0126 ≈ 1260.4 days. Rounded to one decimal place, the tumor takes approximately 1260.4 days after diagnosis to reach 100 times its size at the time of diagnosis.
To learn more about exponentials click here: brainly.com/question/29160729
#SPJ11
Can someone help me with these!!! Due today :( my math teacher keeps assigning all these hard assignments
Answers
shows you how to do it step by step
Answer:
Finally I'm done. lolol
Step-by-step explanation:
Please I can't take all the pictures at one time so please follow me. I'll post the answers as questions so you can get access to them.
Hope this helps. Please mark as brainliest.
I'll post them as questions so you can open my platform and press on my questions to get your answers. If there is any mistake, kindly draw my attention.
Thanks.
7. Write an equation in slope–intercept form for a line that passes through thepoint (–2, 7) and is parallel to y = 8x + 9.
Answers
The slope-intercept form of a line with slope m and y-intercept b is given by the following equation:
\(y\text{ = mx+b}\)Let us denote by L1 the parallel line to the line L that we want to find.
L1 is given by the following equation in slope-intercept form:
\(y\text{ = 8x + 9}\)where the slope m = 8 and the y-intercept b = 9.
Now, to find the equation of L we can perform the following steps:
Step 1: Find the slope of L:
Slopes of parallel lines are equal, thus the slope of L1 is equal to the slope of L. Then, the slope m of L is:
\(m\text{ = 8}\)Step 2: Write the provisional equation of the line L in the slope-intercept form:
According to the previous step we have:
\(y\text{ = 8x+b}\)Step 3: Find the y-intercept b of L:
Take any point on the line L and replace its coordinates (x,y) in the previous equation, then solve for b.
According to the problem, the line L passes through the point (–2, 7), thus we can take the point (x,y)=(-2,7):
\(7\text{= 8\lparen -2\rparen+b}\)this is equivalent to:
\(7\text{ = -16 +b}\)solving for b, we obtain:
\(b=\text{ 7 + 16 = 23}\)then
\(b=23\)Step 4: Write the equation of the line L in the slope-intercept form:
According to the previous steps we have that:
m = 8
b = 23
then, we can conclude that the equation of the line L in the slope-intercept form is:
\(y=8x\text{ +23}\)and we can conclude that the answer is:
Answer:\(y=8x\text{ +23}\)Please help!!!! i appreciate math related answers pleaseeee
Answers
Answer:
7,802,000,000
Step-by-step explanation:
subtract: 1,020,000,000 - 239,800,000
18-3×5+32÷4
USE BODMAS RULE
the answer should come 11
Answers
Answer:
B-bracket
O-of
D-division
M-multiplication
A-addition
S-subtraction
Step-by-step explanation:
18-3×5+32÷4
18-3×5+8 (by dividing 32 by 4 = 8)
18-15+8(by multiplying 3×5=15)
18-7( by -15 +8= 7 )
11
hence proved
11 is the answer by BODMAS rule .
hope this helps you
mrk me braniliest
uh what is -8(8x+7)
Answers
You have to do -8 times 8x which is -64x and -8 times 7 which is 56. That’s your final answer
Answer:
-8(8x + 7) = -64x - 56
Step-by-step explanation:
Distribute -8 inside the parenthesis:
= -8(8x) + [-8(7)]
= -64x - 56
w(x) = −3x− 4; Find w(7)
Answers
good luck :)))))
-3(7)-4
-21-4
-25
1/2n + 3 = 6 ?? Wha the answer
Answers
Answer:
6
Step-by-step explanation:
Step 1:
1/2n + 3 = 6 Equation
Step 2:
1/2n = 3 Subtract 3 on both sides
Step 3:
n = 3 ÷ 1/2 Divide
Step 4:
n = 3 × 2 Flip the Fraction
Answer;
n = 6
Hope This Helps :)
Explanation:
1/2n + 3 = 6
6 x 1/2 = 3
3 + 3 = 6
[30 PTS!!] Using mathematically precise language, explain in detail how you would multiply the complex number \(z_1=r_1(cos\)θ\(_1+i sin\)θ\(_1)\) with the complex number \(z_2=r_2(cos\)θ\(_2+isin\)θ\(_2)\).
![[30 PTS!!] Using mathematically precise language, explain in detail how you would multiply the complex](https://i5t5.c14.e2-1.dev/h-images-qa/contents/attachments/MVgV0cSVSrSvGz7khy4KfjpdadXwVO52.png)
Answers
Multiplying z₁ and z₂ involves calculating their products
The product of z₁ and z₂ is r₁r₂(cos(Θ₁ + Θ₂) + isin(Θ₁ + Θ₂))
How to multiply the complex numbers?The numbers are given as:
z₁ = r₁(cosΘ₁ + isinΘ₁)
z₂ = r₂(cosΘ₂ + isinΘ₂)
The product is represented as:
z₁ * z₂ = r₁(cosΘ₁ + isinΘ₁) * r₂(cosΘ₂ + isinΘ₂)
This gives
z₁ * z₂ = r₁r₂(cosΘ₁ + isinΘ₁) (cosΘ₂ + isinΘ₂)
Expand
z₁ * z₂ = r₁r₂(cosΘ₁cosΘ₂ + icosΘ₁sinΘ₂+ isinΘ₁cosΘ₂ + i²sinΘ₁sinΘ₂ )
In complex numbers,
i² = -1.
So, we have:
z₁ * z₂ = r₁r₂(cosΘ₁cosΘ₂ + icosΘ₁sinΘ₂+ isinΘ₁cosΘ₂ - sinΘ₁sinΘ₂ )
Rewrite as:
z₁ * z₂ = r₁r₂(cosΘ₁cosΘ₂ - sinΘ₁sinΘ₂ + icosΘ₁sinΘ₂+ isinΘ₁cosΘ₂ )
Apply sine and cosine ratios
z₁ * z₂ = r₁r₂(cos(Θ₁ + Θ₂) + isin(Θ₁ + Θ₂))
Hence, the product of z₁ and z₂ is r₁r₂(cos(Θ₁ + Θ₂) + isin(Θ₁ + Θ₂))
Read more about complex numbers at:
https://brainly.com/question/10662770
HELP FAST!Which triangle has an angle measure greater than 50 degrees. explain why you chose your answer
Answers
Answer:
Step-by-step explanation:
How much is Two thirds of... (2/3)
\( \frac{1 \\ \\ }{2} \)
\(2 \div \frac{3}{5} \)
\( \frac{2}{3} \div\frac{2}{7} \)
Does anyone have a good explanation?
(Question in the book says no calculator allowed)
Thanks!
Answers
Answer:
it's so simple
use reciprocal trick
The mean weight of loaves of bread pro- duced at the bakery where you work is supposed to be l pou nd. You are the supervisor of quality control at the bakery, and you are concerned that producing loaves that are too light. Suppose you weigh an SRS of br is0975 pound. new employees are ate appropriate hypotheses for performing a sigticance test. Be sure to de fine the parameter of interest.
b. Explai in why there is some evidence for the alternative hypothesis. The Pvalue for the test in part (a is 00806. nterpret 25. Aw the Psalue fir 0.01 Iconclusion would you make at the α nce leveli?
Answers
Appropriate hypotheses for performing a significance test: Null hypothesis: The mean weight of loaves of bread produced at the bakery is equal to 1 pound. Alternative hypothesis: The mean weight of loaves of bread produced at the bakery is less than 1 pound.
Parameter of interest: The mean weight of loaves of bread produced at the bakery.b. There is some evidence for the alternative hypothesis since the p-value is 0.00806, which is less than the level of significance of 0.01. This means that the results are statistically significant, and it is unlikely to get this result due to chance alone.c. At the α level of 0.01, the conclusion would be to reject the null hypothesis since the p-value is less than the level of significance.
This means that there is sufficient evidence to support the alternative hypothesis, which is that the mean weight of loaves of bread produced at the bakery is less than 1 pound. In summary, data markers are used in charts to represent individual data points. They are often used in combination with other chart elements, such as axes, gridlines, and legends, to help viewers understand the data being presented. The column, bar, area, dot, pie slice, or other symbol in a chart that represents a single data point is a data marker. Data markers provide you with a visual representation of the data in a chart. For example, in a column chart, each column represents a single data point.
To know more about Null visit:
https://brainly.com/question/31838600
#SPJ11
\(\text{Solve for x:}\\\\3x - 5 = 5x + 3\)
Answers
Hi there!
»»————- ★ ————-««
I believe your answer is:
\(\boxed{x = -4}\)
»»————- ★ ————-««
Here’s why:
⸻⸻⸻⸻
\(\boxed{\text{Solving for 'x'...}}\\\\3x - 5 = 5x + 3\\-----------\\\rightarrow 3x - 5 + 5 = 5x + 3 + 5\\\\\rightarrow 3x = 5x + 8\\\\\rightarrow 3x - 5x = 5x - 5x +8\\\\\rightarrow -2x = 8\\\\\rightarrow \frac{-2x=8}{-2}\\\\\rightarrow \boxed{x = -4}\)
⸻⸻⸻⸻
»»————- ★ ————-««
Hope this helps you. I apologize if it’s incorrect.
A train travelled along a track for 70 s at a constant speed. It
travelled 2100 m during this time.
What was its speed in metres per second (m/s)?
If your answer is a decimal, then round it to 2 d.p.
Answers
The speed of the train is 1 m/s.
A train travelled along a track for 70 s at a constant speed. What was its speed in metres per second (m/s)?The speed of the train in metres per second is the distance covered by the train in one second. Therefore, to determine the speed of the train, we must first determine the distance it covered during 70 seconds along the track.
The speed of the train can be calculated by dividing the distance covered by the train in meters by the time taken in seconds. Therefore,Speed = Distance/TimeThe formula for distance is;Distance = Speed x TimeThe time taken by the train is 70s.The distance travelled by the train is not given, but we can calculate it using the speed of the train and time taken.
Therefore;Distance = Speed x Time Substituting the values;Distance = Speed x 70To find the speed of the train, we rearrange the formula as shown below;Speed = Distance/TimeNow we can substitute the value of distance to get the speed;Speed = (Speed x 70)/70Simplifying the expression,Speed = Speed
for more search question speed
https://brainly.com/question/26046491
#SPJ8
A study of the demand for air travel between two cities depends on the airfare according to the following demand equation. q=55.1−0.023p
Answers
The demand equation can be used to estimate the demand for air travel at different price levels, and can help airlines make pricing decisions based on the expected demand.
The demand equation is given as:
q = 55.1 - 0.023p
where q is the quantity demanded and p is the price of the airfare.
This equation shows an inverse relationship between price and quantity demanded. As the price of the airfare increases, the quantity demanded decreases, and vice versa.
For example, if the airfare price is $100, we can calculate the quantity demanded as:
q = 55.1 - 0.023(100) = 52.8
This means that at a price of $100, the quantity demanded is approximately 52.8 units.
Similarly, if the airfare price is $200, we can calculate the quantity demanded as:
q = 55.1 - 0.023(200) = 50.4
This means that at a price of $200, the quantity demanded is approximately 50.4 units.
So, demand equation can be used to estimate the demand for air travel at different price levels, and can help airlines make pricing decisions based on the expected demand.
To know more about demand equation refer here:
https://brainly.com/question/13245362
#SPJ11
Shopping Two friends shop for fresh fruit.
Jackson buys a watermelon for
$6.25 and 3pounds
of cherries. Tim buys a pineapple for $3.15
and
2pounds of cherries. Use the variable
р
to represent the
price, in dollars, per pound of cherries. Write
and simplify an expression to represent how
much more Jackson spent.
Answers
An expression representing the amount that Jackson spent on cherries more than Tim is 3p - 2p, which is simplified as p.
What is an expression?In mathematics, an expression is an algebraic statement using the mathematical operands without the equation symbol (=).
When two or more expressions are combined with the equal sign, it becomes an equation.
Watermelon Cherries Pineapple Total Cost
Jackson 1 3 $6.25
Tim 2 1 $3.15
Let the price in dollars per pound of cherries = p
Jackson's spending on cherries = 3p
Tim's spending on cherries = 2p
The expression representing the amount that Jackson spent on cherries more than Tim = 3p - 2p.
3p - 2p
= p
Learn more about expressions at https://brainly.com/question/1859113.
#SPJ1
A rectangular bakery is 37 feet wide and 70 feet long. What is its perimeter?
Answers
Answer:
214 ft
Step-by-step explanation:
P = 2(L + W)
P = 2(70 + 37)
P = 2(107)
P = 214 ft
Jorge needs to reflect a figure across the line y = negative 4. Which statements are correct regarding steps he could take to complete the reflection? Check all that apply.
Jorge should graph in the vertical line with values of –4 for the line of reflection.
Jorge could count how far each pre-image point is from the line of reflection along the perpendicular from the point to the line of reflection.
Jorge could count how far each vertex of the figure is from the y-axis and count the same distance on the other side.
Jorge will not move any point that lies on the line of reflection.
Jorge could check his work by seeing if each segment joining a pre-image point with its image has the midpoint on the line of reflection.
Jorge could check his work by making sure that the image has the same orientation as the original.
Answers
Answer:
B: Jorge could count how far each pre-image point is from the line of reflection along the perpendicular from the point to the line of reflection.
D: Jorge will not move any point that lies on the line of reflection.
E: Jorge could check his work by seeing if each segment joining a pre-image point with its image has the midpoint on the line of reflection.
Step-by
i just took the test lol
Answer:
BDE are the answeres
Step-by-step explanation:
took the quiz