determine whether the pairs of triangles are congruent.

The equation for the situation described in your problem would be y  is $10x + $2.50  .

To utilize substitution to resolve an equational system:

Divide one of the two variables in one of the equations.

Substitute the expression that the isolated variable's equivalent from Step 1 into the other equation.

Solve the linear equation for the last variable.

system of equations, simultaneous equations Algebraic equations involving two or more must be solved cooperatively (i.e., the solution must satisfy all the equations in the system). For a system to have a single solution, the number of equations must equal the number of unknowns. Even then, a solution is not guaranteed.

The following equation would apply to the scenario in your problem:

y =$10x + $2.50  

y = $2x + $4.00

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The  exponential function to model the situation is f(x) = 130(1.05)ˣ⁺¹⁶

First of all, note that each variable represents number of years the price increases in each year

We are given,

The initial number of population = 130

Rate of growth = 5% = 0.05

Number of years = 16.

Thus, we get that the growth in population for 16 years is given by,

f(x) = 130(1.05)¹⁶

⇒f(x) = 130(1.05)¹⁶i

This gives us that the population after 16 years will be given by,

f(x) = 130(1.05)ˣ⁺¹⁶

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Answer:

nches. L.S.A.=2π(3)(9)=54π inches2. ≈169.64 inches2

Step-by-step explanation:

Answer: Yes it's 7

Step-by-step explanation:

10/100 x 70 = 7

Answer:The correct answer would be 7

Step-by-step explanation:

Answer: 5x(3-2y)

Step-by-step explanation:

Step 1:

Find the greatest common factor (GCF):

Both values have 5x as the GCF.

Step 2:

Take out the GCF:

15x/5x=3

-10xy/5x=-2y

Step 3:

Write it out:

5x(3-2y)

Check:

Apply Distributive Property:

5x*3=15x

5x*-2y=-10xy

15x-10xy=15x-10xy

Answer:

20

Step-by-step explanation:

=12÷3[-15-5{6-8+2}]

=12÷3[-15-5{6-10}]

=12÷3[-15-5-4]

=12÷3[20-4]

=12÷3+16

=4+16

=20

As per the given equation, the domain is [0, 3000] and the range is [0, 600].

In the term domain is defined as the set of values that we are allowed to plug into our function where as the range of a function is the set of values that the function assumes.

Here we know that the amount of sand left in a 600 mL vase can be modeled by the equation that is written as,

=> s = – 1/5 t + 600

here s refers the amount of sand left in the vase and t refers time in minutes since the sand started leaking out

Here we also know that the vase is full of sand and sand leaks out of the vase until the vase is empty.

Then in order to find the domain we have to put the value of s as 0, then we get the domain as,

=> 0 = -1/5t + 600

=>1/5t = 600

=> t = 3000

Then the domain is [0, 3000].

Similarly, in order to find the value of range we have to put the value of t as zero, then we get

=> s = -1/5(0) + 600

=> s = 600

Then the range is [0, 600]

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Answer:

33

Step-by-step explanation:

55/100×60

= 33pink blocks

The probability distribution of X by name is X/6 and the the probability mass function of X is X/6 - 4

The term probability mass function is defined as a function over the sample space of a discrete random variable X which gives the probability that X is equal to a certain value.

Here we know that team of three is chosen randomly from an office with 2 men and 4 women.

And let us consider that X be the number of women on the team.

Total number of members in the term is calculated as,

=> 4 + 2 = 6

Then the  the probability distribution of X by name is,

=> X/6

And the the probability mass function of X is written as,

=> x/6 - 4

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The values of x in the one-step equation are presented as follows;

A one-step equation is one in which the solution can be found with a single step operation.
The solution of the one-step equation found using inverse operations can be presented as follows;

1. 4·x = 16

4·x/4 = 16/4 = 4

4·x/4 = x = 4

x = 4

2. x + 9 = 13

x + 9 - 9 = 13 - 9

x = 4

3. x - 8 = 14

x - 8 + 8 = 14 + 8

x = 22

4. x/5 = 13

(x/5) × 5 = 13 × 5

(x/5) × 5 = x = 13 × 5 = 65

x = 65

5. x - 6 = 11

x - 6 + 6 = 11 + 6

x = 17

6. 2·x = 88

2·x/2 = 88/2 = 44

2·x/2 = x = 44

x = 44

7. 6·x = 16

6·x/6 = 16/6

6·x/6 = x = 16/6 = 2.[tex]\overline{6}[/tex]

x = 2.[tex]\overline{6}[/tex]

8. x + 2.5 = 7.5

x + 2.5 - 2.5 = x = 7.5 - 2.5 = 5

x = 5

9. (2/3)·x = 8

(2/3)·x/(2/3) = 8/(2/3) = 8 × (3/2) = 12

(2/3)·x/(2/3) = x = 12

x = 12

10. x/3 = -7

x/3 × 3 = -7 × 3 = -21

x = -21

11. x - 1.6 = -8.2

x - 1.6 + 1.6 = -8.2 + 1.6 = -6.6

x = -6.6

12. 4·x = -2

4·x/4 = -2/4 = -1/2

4·x/4 = x = -1/2

x = -1/2

13. The number of slices into which the cake is divided = 6 Slices

The amount of calories per each slice of the cake = 280 calories

The amount of calories in the whole cake is therefore;

The sum of the calories in the cake  = 6 × 280 calories = 1,680 calories

14. Amount of coffee Pedro served to his friends = 34 ounces

Amount of coffee left over = 20 ounces

The total amount of coffee Pedro made = 20 + 34 = 54

The amount of coffee Pedro makes = 54 ounces

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The rate of petrol in this case is R9 per liter.

What is rate?

In mathematics, rate is a measure of how one quantity changes in relation to another quantity. It is often expressed as a ratio or fraction, where the numerator represents the amount of change in the first quantity and the denominator represents the amount of change in the second quantity.

The rate of petrol can be expressed as the cost per liter. To find the cost per liter of petrol in this case, we can divide the total cost by the total amount of petrol:

Cost per liter = Total cost / Total amount

For the given scenario, we have 20 litres of petrol for R180. So the rate can be calculated as:

Rate = Total cost / Total amount = R180 / 20 litres

Simplifying the expression, we get:

Rate = R9 per litre

Therefore, the rate of petrol in this case is R9 per liter.

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Answer:

42+25n

Step-by-step explanation:

[tex]7+5(7+5n)\\=7+35+25n\\=42+25n[/tex]

Answer:

27 is 7.5% of the number 360

The number of center of rotations to produce the image is (d) infinite

An arrow pointing to the left is symmetric around its central axis.

This means that any point along the central axis of the arrow can serve as a center of rotation to produce an image of a left-pointing arrow.

The central axis is a straight line that runs through the middle of the arrow from the tip to the base, and also extend through the arrow's depth.

Hence, the number of possible centers of rotation that will produce an image of a left-pointing arrow is infinite.

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The measure of angle m∠CBD is equal to 55°

We shall first find the measure of the angle m∠CDB so that we can evaluate for the measure of angle m∠CBD using the sum of interior angles of a triangle theorem as follows:

m∠ADB and m∠CDB are on a straight line and their sum is equal to 180° so;

m∠CBD + 80° = 180° {sum of angles on a straight line}

m∠CDB = 180° - 80° {subtract 80° from both sides}

m∠CDB = 100°

m∠BCD + m∠CDB + m∠CBD = 180° {sum of interior angles of a triangle}

25° + 100° + m∠CBD = 180°

125° + m∠CBD = 180°

m∠CBD = 180° - 125° {subtract 125° from both sides}

m∠CBD = 55°

In conclusion, the measure of angle m∠CBD is equal to 55°.

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Answer:

no solutions

Step-by-step explanation:

8(2w - 3) = 4(4w - 8)

Use distributive property.

16w - 24 = 16w - 32

subtract 16w from both sides.

-24 = -32

When the variable falls out of the equation as you are working on it, and you're left with a false statement, there is no solution.

Answer:

no solution

Step-by-step explanation:

to find the value of w, we have to isolate it on one side of the equation.

first, we distribute the numbers outside of the parentheses and multiply them to each term on the inside. this gives us:

16w - 24 = 16w - 32

next, we move 24 to the other side of the equation by adding 24 to both sides. by doing this, we get rid of 24 on the left side by making its value 0, and we add it to -32 on the right side. this gives us:

16w = 16w - 8

after this, we do the same with the 16w on the right side and subtract it from both sides. however, you might notice that there's a problem here.

when you try to move the 16w on the right side to the left side, you subtract 16w from itself, which gets rid of the variable entirely. whenever this happens, there are no values of the variable that make the equation possible- meaning that the answer is no solution.

hope this helped, good luck!

Answer:

2. sec x + c

1.1 view attached pic

1.2 view attached pic

Step-by-step explanation:

Answer: Jenna would have $37,175 in 30 years if she saves $2500 per year with an interest rate of 10% compounded annually.

Step-by-step explanation:

To calculate the total amount Jenna would have after 30 years of saving $2500 per year with an interest rate of 10% compounded annually, we can use the formula for compound interest:

A = P(1 + r/n)^(nt)

Where:

A = the final amount (principal + interest)

P = the initial principal (the amount Jenna saves each year, $2500 in this case)

r = the interest rate (10% in this case, so 0.10)

n = the number of times interest is compounded per year (annually in this case, so 1)

t = the number of years (30 in this case)

Plugging in the values:

A = $2500(1 + 0.10/1)^(1*30) = $2500(1.10)^30 = $2500(14.87) = $37,175

So, Jenna would have $37,175 in 30 years if she saves $2500 per year with an interest rate of 10% compounded annually.

Answer:

$411,235.06

Step-by-step explanation:

The width of the interval based on 100 men would be about three times the width of the interval based on 900 men.

What is the width of the interval?

The width of a confidence interval for a proportion is proportional to the standard error of the sample proportion, which is proportional to the square root of the sample size.

The standard error is defined as the standard deviation of the sampling distribution of the sample proportion, which is estimated by the standard deviation of the Bernoulli distribution (square root of the sample proportion times (1 - sample proportion) divided by the sample size).

So, if the sample size is reduced by a factor of 9 (from 900 to 100), the standard error (and hence the width of the confidence interval) would increase by a factor of 3 (square root of 9).

Therefore, The width of the interval based on 100 men would be about three times the width of the interval based on 900 men.

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The asymptotes of f vertically (x)x=4, -4 are the vertical asymptotes.

An area on a graph where a function approaches infinity or negative infinity is known as a vertical asymptote. It happens when a rational function, which is a function that can be expressed as the quotient of two polynomials, has a denominator equal to zero but a numerator that is not. As a result, there is a noticeable "break" in the graph when the function becomes unbounded. For instance, when x=3, the vertical asymptote of the function 1/(x-3) exists.

As per the data given in the above question are as bellow,

The provided data are,

[tex]\mathrm{F}(\mathrm{x})=\frac{3 \mathrm{x}^2}{\mathrm{x}^2-16}[/tex]

When it comes to vertical asymptotes, the denominator is zero.

[tex]\mathrm{x}^2-16 & =0 \\\mathrm{x}^2 & =16 \\[/tex]

x= ±4

x=4,-4

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Answer:

The answer in intercept form will be

-1/3=5/3x+c

Answer: B is the answer

Step-by-step explanation:

Answer:

The derivative of the profit function P(x) is called marginal profit with notation: P ... Example 2: Given the average cost in dollar per unit C = 357x + 1800 , find: ... (1) the selling price to maximize the revenue is 31 − 3 = 28 dollars per unit ... Example 6: A company has established that the revenue function in dollars is R(x)=2x.

Step-by-step explanation:

Answer:

280 cubic m

Step-by-step explanation:

SA of rectangular prism = 2lh + 2lw + 2hw

w = width

l = length

h = height

SA = 2(5)(6) + 2(5)(10) + 2(6)(10)

SA = 2(30) + 2(50) + 2(60)

SA = 60 + 100 + 120

SA = 280

The correct set of data matched to the stem and leaf plot is given as follows:

1.5, 1.5, 1.6, 2.1, 2.1, 2.1, 3.5, 3.6.

The stem-and-leaf plot lists all the measures in a data-set, with the first number as the key, for example:

1|6 = 1.6.

(in the context of this problem).

Following the key format, the measures listed in the answer represent the correct data-set from the stem-and-leaf plot.

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The value of x when using addition property of equality to solve the given problem is; -44

The addition property of equality is a property of equality that states that when the same quantity is added to both sides of an equation, it will produce an equivalent equation. For example, 4 = 2 + 2 is an equation due to the fact that both the right and the left-hand sides of the equal sign represent the number 4.

The equation to solve is;

-60 = x - 16

By the use of addition property of equality, we will add 16 to both sides to get;

-60 + 16 = x - 16 + 16

x = -44

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Answer:

Step-by-step explanation:

[tex]\sf 6(9-6)-23+4[/tex]

[tex]\sf (6)(3)-23+4[/tex]

[tex]\sf 18-23+4[/tex]

[tex]\sf -5+4[/tex]

[tex]\sf -1[/tex]

Answer:

First you are to do what is in the parenthesis first:

9 - 6 = 3

The equation is now:

6 * 3 - 23 + 4

Then you do the multiplcation:

6 * 3 = 18

18 - 23 + 4

23 + 4 = 27

27 - 18 = 9

Step-by-step explanation:

Hope it helps! =D

By resolving the following equation for y, you can make the work a little simpler: x + y = 6

The link between data pieces is displayed in tables of values. In science lesson, you might utilize a values table. Data is recorded in tables of values by scientists and researchers, who then examine the data to look for patterns. As a result, they can use this pattern to anticipate future events.

y = 6 - x, which means to take 6 out of both sides.

Now you can simply fill in the x-values and determine y. For instance,

y = 6 -(-2) = 8 . . . for x = -2

y = 6 - 3 = 3 . . . . for x = 3

The table and graph that are attached both display these values.

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Dyscalculia is a learning disorder that affects a person’s ability to do the math.

A learning problem called dyscalculia diminishes a person's capacity for math. Similar to how dyslexia impairs reading-related brain regions, dyscalculia interferes with the knowledge and skills connected to math and numbers. Although dyscalculia often first manifests in childhood, it can even affect adults who are unaware of it.

The signs of this condition typically emerge in childhood, particularly as kids start to master the fundamentals of math. However, many adults who suffer from dyscalculia are unaware of it. When forced to do the math, people with dyscalculia frequently experience mental health problems like anxiety, depression, and other distressing emotions.

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Answer:

48%

Step-by-step explanation:

0.6*0.8 = 0.48 = 48%