Can someone help please?​

Answer:

x=10, y=4

Step-by-step explanation:

3x-3y=18

(-)3x-(-)8y=-(-)2   -3x+8y=2   add to first equation to eliminate x

5y=20

y=4

substitute y with 4

3x-3(4)=18

3x=30

x=10

x=10,y=4

[tex]r = \sqrt{\dfrac{3V}{\pi h}}[/tex]

Step-by-step explanation:

Multiply both sides by 3 to get

[tex]\pi r^2h = 3V[/tex]

Then divide both sides by [tex]\pi h[/tex] and you'll get

[tex]r^2 = \dfrac{3V}{\pi h}[/tex]

To solve for r , you need to take the square root of both sides to get

[tex]\sqrt{r^2} = r = \sqrt{\dfrac{3V}{\pi h}}[/tex]

Answer:

25

Step-by-step explanation:

At x = 10 and 31 the value of the function h(x) is greater than g(x) thus options (A) and (D) are correct.

A certain kind of relationship called a function binds inputs to essentially one output.

The machine will only accept specified inputs, described as the function's domain, and will potentially produce one output for each input.

As per the given graph of the function,

At x = 10 the h(x) > g(x)

At x = 31 the h(x) > g(x)

Hence "The value of the function h(x) is bigger than g(x) at x = 10 and 31".

For more about the function,

brainly.com/question/23712366

#SPJ2

Answer:

[tex]2916^3\\[/tex]

Step-by-step explanation:

As the formula is [tex]\frac{4}{3}\pi \cdot r^3[/tex]

But we take [tex]\pi[/tex] as 3 so it would be [tex]\frac{4}{3}3\cdot r^3[/tex]

And the radius is 9 half of Diameter

We would write it like this

=  [tex]\frac{4}{3}3\cdot 9^3[/tex]

Then when we solve it would become [tex]2916^3\\[/tex]

I hope this helps :)

Answer:

25 miles/hour

Step-by-step explanation:

If you were to divide 125 by 5, you would get 25 miles per each hour as your answer. Brainless if I am correct.

Answer:7 + (-5)= 2

Step-by-step explanation:

7 + (-5)= 2 i hope its right'

Answer:$247

Step-by-step explanation

Proportional and linear functions are very similar. The only difference is the addition of the “​b​” constant to the linear function. A proportional relationship is just a linear relationship where ​B​ = 0, or where the line passes through the origin (0, 0).

Answer:10.9

Step-by-step explanation:

Answer:

  b. 0.850887688656

Step-by-step explanation:

Unless the argument of the sine function is specified in degrees or some other angle unit (revolutions, grads, minutes, seconds), it must be assumed to be radians. Here, the argument 310 is not shown as 310°, so we must assume it is 310 radians.

  sin(310) ≈ 0.850887688656

__

Additional comment

  sin(310°) ≈ –0.766044443119

A radian is dimensionless, indistinguishable from a pure number.

Answer:

36 : 43

Step-by-step explanation:

Answer:

Only option A is correct

Step-by-step explanation:

Positive numbers are always greater than negative numbers no matter the quantities. Also, the greater the negative number is, the less it becomes.

Hope this helps :D

Assuming that this would not be destroying the lives of many in a community by locating overseas. The factory would save $2,886,000 in payroll wages during the first year of relocation.

Step-by-step explanation:

$15 saved in wages/working hour × 250 workers × 1924 hours per year/worker = $2,886,000

Answer:

Step-by-step explanation:

A = 3(6) + 2(5 + 3 + 2) = 38 m²

Answer:

thx m8

Step-by-step explanation:

:)

Answer:

No idea but ok

Answer:

i think that the correct answer is 4x+11

Answer:

y = 40 , 32 , 56 , -32 , -72

Step-by-step explanation:

Plug your x into your equation for the answer.

Brainliest would be appreciated. :-)

Answer:

Stare at it long enough. You will notice that with each step you double the value, and change sign. It makes it a geometric sequence of ratio -2. At this point you have two ways of writing down:

Option 1: Ricorsively, the first term is -5, then the next term is -2 times the previous one:

[tex]\left \{ {{a_0=-5} \atop {a_{n+1}=-2a_n}} \right.[/tex]

Option 2: In closed form, remembering that the n-th term in a geometric sequence is the starting term times the n-th power of the ratio:

[tex]a_n=-5 (-2)^n[/tex]

Either work, depending on what you need to use it for.

2.3 is the same as 2 1/3 is the same as 7/3

3 2/3 is the same as 11/3

11/3+7/3=18/3

18/3=6

Answer:6

Answer:

10x−2y

Step-by-step explanation:

Just ask!

Hope this helps. :)

[tex] \: \: \: \: \: \: [/tex]

[tex]10x - 2y[/tex]

Step-by-step explanation:

[tex]8x - 2y + x + x[/tex]

[tex] = \: \: \: \: 10x - 2y[/tex]

Answer:

He is incorrect. He actually got an 80%

Step-by-step explanation:

[tex]\frac{8}{10}[/tex] = 80%

I hope this helps!

Answer:

The diagonals of a rectangle are always congruent

Answer:

Step-by-step explanation:

Diagonals of a rectangle are always congruent.

-17/8

Step-by-step explanation:

10( x + 1) = 2 x-7

10x + 10 = 2x - 7

10 + 7 = 2x - 10x

17 = - 8x

x = -17 /8

Answer:

Hiya There....!!!

______________________

Isolate the variable by dividing each side by factors that don't contain the variable.

Exact Form:

Decimal Form:

x  =  − 2.125

Mixed Number Form:

x  =  − 2/ 1 8

_______________________

“To forgive is wisdom, to forget is genius. And easier. Because it's true. It's a new world every heart beat.”

― Joyce Cary, The Horse's Mouth

__________________________

Think of life as a mytery because well it sort of is! You don't know what may happen may be good or bad but be a little curious and get ready for whatever comes your way!! ~Ashlynn

the formula for area of a triangle is 1/2 times the base (4 cm) times the height (5 cm) so the area of the triangle would be 10 cm. to find the area of the rectangle you would divide 10 by 4, which means that w=2.5 cm

Given that

(2a+b,11) and (1,a-3b) are equal ordered pair

⇛(2a+b,11) = (1,a-3b)

On comparing both sides then

2a+b = 1 ----------Eqn(1)

11 = a-3b

⇛ a-3b = 11 ------Eqn(2)

⇛ a = 11+3b-------Eqn(3)

On substituting the value of a in Eqn(1) then

⇛ 2(11+3b) + b = 1

⇛(2×11)+(2×3b) + b = 1

⇛ 22 +6b+b = 1

⇛ 22+7b = 1

⇛ 7b = 1-22

⇛ 7b = -21

⇛ b = -21/7

⇛ b = -3

On substituting the value of b in Eqn(3) then

⇛ a = 11+3(-3)

⇛ a = 11-9

a = 2

Therefore, a = -3 and b = 2

Answer:-The value of (a,b) for the given problem is (-3,2).

Step-by-step explanation:

Please this is a wrong question. If you mean square root of 100 then it's 10. As for -100, it's an error.

Step-by-step explanation:

Let "c" be the original number of classrooms.

The 1200/c was the original number of students per classroom.

----

Equation:

1200/(c-4) = (1200/c)+10

Multiply thru by c(c-4)

---

1200c = 1200(c-4)+10c(c-4)

---

1200c = 1200c-4800 + 10c^2-40c

----

10c^2-40c-4800 = 0

c^2-4c-480 = 0

Factor:

(c-24)(c+20) = 0

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Positive solution:

c = 24 (# of classrooms originaly planned)