I'm stuck on question 6 + (-20.5)

Answer:

Step-by-step explanation:

The easiest way to answer your question is to graph it. I've enclosed a graph for you. The answer to the  question as it is asked is y ≥ 2.

The answer to your question (which is a much more interesting question) is that there is no 0. A zero of a function must touch or intersect the x axis.

Answer:

so whats the question. ...........

Answer:

Answer is D

Step-by-step explanation:

The equation for D is y = x · 4

X      | Y

1 · 4 = 4

2 · 4 = 8

3 · 4 = 12

So Y varies directly with x in table D

Answer:

Step-by-step explanation:

[tex]\frac{25}{20}=\frac{30}{4x-4}\\\frac{30}{1.25}=4x-4\\x=7[/tex]

Answer:

x = 7

Step-by-step explanation:

I'm assuming ΔJKL and ΔMNP are similar as you wouldn't be able to solve it otherwise. ∠J≅∠M and ∠K≅∠N, so I assume its just a poorly formed question.

With that assumption made, if 2 triangles are similar, the scale factor on all sides are equal. That means this:

[tex]\frac{JK}{MN} =\frac{JL}{MP}[/tex]

The scale factor is just the new length divided by the old length, and that equation shows the scale factor on both of those side lengths are the same. With 3 of the 4 side lengths, you can plug those values in and solve for the last unknown.

[tex]\frac{25}{30} =\frac{20}{4x-4}[/tex]

I use cross multiplication here:

[tex]25(4x-4)=20(30)\\100x-100=600\\100x=700\\x=7[/tex]

Answer:

Option A

Step-by-step explanation:

[tex]4(6-2x)\\\rule{150}{0.5}\\\rightarrow ((6 * 4) ( -2x*4)) \leftarrow \text{Distribute the '4' into the content in the parenthesis.}\\\\\\\\\rightarrow 6 * 4 = 24\\\\\rightarrow -2x * 4 = -8x\\\\\\\\\rightarrow 4(6-2x) = \boxed{24 - 8x}[/tex]

Hope this helps.

Answer:

the answer is n=17

Step-by-step explanation:

1/5= 8-5/n-2

Answer:

304 divided by 8 in decimal = 38

304 divided by 8 in fraction = 304/8

304 divided by 8 in percentage = 3800%

Step-by-step explanation: You just simply divide.

Answer:

45.454

Step-by-step explanation:

Answer:

x=5-y

Step-by-step explanation:

Answer:

Rate of DOING WORK is called power

Answer:

X = -27

Explain your answer:

Answer:

x = -28

Explanation

K12

Answer:

[tex]\frac{c}{4} +5 = 7[/tex]

Step-by-step explanation:

The wording, "the quotient of a number and 4," can be displayed as c/4. C would be our variable for the number because the question asks specifically for it. 5 more would demonstrate that we're adding 5 more to our equation. Which would result in c/4 + 5. However, since it equals 7, just add that portion to create the following equation:

[tex]\frac{c}{4} +5 = 7[/tex]

Answer:

c / 4 + 5 = 7

Hope this helps!

Step-by-step explanation:

5 + ( more )  than the quotient ( division ) of a number and ( + ) 4 is ( = ) 7

5 + c / 4 = 7

c / 4 + 5 = 7

Answer:

Step-by-step explanation:

Answer:

f(66) = -3

Step-by-step explanation:

f(x) = 8 - x/6                     Substitute 66 for the vale of x and solve

f(66) = 8 - 66/6

f(66) = 8 - 11

f(66) = -3

Answer:

17

Step-by-step explanation:

it's sufficient to set x=7

g(7)=2×7+3=14+3=17

Answer:

g(7)=2.7+3=17

Part A: y=mx+b where m is the slope and b is the constant. $8 for entry is the constant, at is wont change during our equation. $1.4 is our slope as its the cost per ride. r is going to be our x. So our equation will be 1.40r + 8

Part B: Now that we know the amount of money, we can place the $26 for y. So lets solve now with our new equation of:

26 = 1.4r + 8

26 - 8 = 1.4r

18 = 1.4r

18 / 1.4 = r

12.85 = r

Obviously he cant ride 12.85 rides. Typically we round up, but to say he rides 13 rides means he has to have $26.2, which we know he does not have. Therefore, we say that he can ride 12 rides.

Quick math check:

1.4(12) + 8 = $24.8 which is less then $26.

I hope this helps! :)

Answer:

380 days

Step-by-step explanation:

38 × 1 = 38 38 × 6 = 228    

38 × 2 = 76 38 × 7 = 266

38 × 3 = 114 38 × 8 = 304

38 × 4 = 152 38 × 9 = 342

38 × 5 = 190 38 × 10 = 380

20 × 1 = 20 20 × 6 = 120

20 × 2 = 40 20 × 7 = 140

20 × 3 = 60 20 × 8 = 160

20 × 4 = 80 20 × 9 = 180

20 × 5 = 100 20 × 10 = 200

20 x 10 = 200  20 x 20 = 400

so 20 x 19 = 380

First common number in both times table is 380

Answer:

[tex] \frac{32}{40} \times 100[/tex]

[tex] \frac{32}{4} \times 10[/tex]

[tex]8 \times 10[/tex]

[tex]80[/tex]

80 is the answer

Answer:

(32/40×100%)= x

(32/ 40 ) × 100 = x

0.8 × 100 = x

x = 80

(32/40×100%)= 80

Hello there!

7 14/18 is the mixed number that has not been reduced to simplest form.

We can divide the numerator and denominator by 2 to reduce the fraction:

7 7/9

The answer is Option A. Hope this helps!

~Just a cheerful gal

#CarryOnLearning

[tex]SilentNature[/tex]

The [tex]nth[/tex] term rule of the quadratic sequence will be [tex]n^2+5n+2[/tex] .

Quadratic sequences are sequences that include  [tex]nth[/tex]  term. They can be identified by the fact that the differences between the terms are not equal, but the second differences between terms are equal.

Quadratic sequence [tex]=an^2+bn+c[/tex]

Here [tex]a,b,c[/tex] are constant and [tex]n[/tex] is the position of term.

First difference [tex]= 3a+b[/tex]

Second difference [tex]=2a[/tex]

We have,

Quadratic sequence [tex]8,16,26,38,52,68,86,....[/tex]

Quadratic sequence [tex]=an^2+bn+c[/tex]

so,

For [tex]n=1[/tex];

[tex]8=an^2+bn+c[/tex]

[tex]8=a+b+c[/tex]   [tex]........(i)[/tex]

For [tex]n=2[/tex];

[tex]16=4a+2b+c[/tex]    [tex]........(ii)[/tex]

For [tex]n=3[/tex];

[tex]26=9a+3b+c[/tex]    [tex]........(iii)[/tex]

Now,

Subtract equation [tex](i)[/tex] from [tex](ii)[/tex]

we get,

[tex]8=3a+b[/tex]    [tex]........(iv)[/tex]

Subtract equation [tex](ii)[/tex] from [tex](iii)[/tex] we get,

[tex]10=5a+b[/tex]    [tex]........(v)[/tex]

Subtract equation [tex](iv)[/tex] from [tex](v)[/tex] we get,

[tex]2=2a[/tex]  (This is second difference mentioned above)

[tex]a=1[/tex]

Putting [tex]a=1[/tex]  in [tex](iv)[/tex]

⇒[tex]b=5[/tex]

Now putting values of [tex]a[/tex] and [tex]b[/tex] in equation [tex](i)[/tex]

[tex]8=1+5+c[/tex]

[tex]c=2[/tex]

Now, putting values of [tex]a[/tex] , [tex]b[/tex] and [tex]c[/tex] in,

Quadratic sequence [tex]=an^2+bn+c[/tex]

we get,

[tex]nth[/tex] term rule [tex]=n^2+5n+2[/tex]

Hence, we can say that the [tex]nth[/tex] term rule of the quadratic sequence will be [tex]n^2+5n+2[/tex].

To know more about quadratic sequence click here

https://brainly.com/question/22412845

#SPJ3

[tex]\\ \sf\longmapsto 2x+11=3x-9[/tex]

[tex]\\ \sf\longmapsto x=11+9[/tex]

[tex]\\ \sf\longmapsto x=20[/tex]

And

[tex]\\ \sf\longmapsto y+10=2y-40[/tex]

[tex]\\ \sf\longmapsto 2y-y=10+40[/tex]

[tex]\\ \sf\longmapsto y=50[/tex]

Step-by-step explanation:

2x + 11 = 3x - 9

2x - 3x = -9 - 11

x = -20

[tex] \: [/tex]

y + 10 = 2y - 40

y - 2y = -40 - 10

-y = -50

y = 50

Answer:

= 7.25

Conversion a mixed number 4 3/

4

to a improper fraction: 4 3/4 = 4 3/

4

= 4 · 4 + 3/

4

= 16 + 3/

4

= 19/

4

To find a new numerator:

a) Multiply the whole number 4 by the denominator 4. Whole number 4 equally 4 * 4/

4

= 16/

4

b) Add the answer from previous step 16 to the numerator 3. New numerator is 16 + 3 = 19

c) Write a previous answer (new numerator 19) over the denominator 4.

Four and three quarters is nineteen quarters

Conversion a mixed number 2 1/

2

to a improper fraction: 2 1/2 = 2 1/

2

= 2 · 2 + 1/

2

= 4 + 1/

2

= 5/

2

To find a new numerator:

a) Multiply the whole number 2 by the denominator 2. Whole number 2 equally 2 * 2/

2

= 4/

2

b) Add the answer from previous step 4 to the numerator 1. New numerator is 4 + 1 = 5

c) Write a previous answer (new numerator 5) over the denominator 2.

Two and one half is five halfs

Add: 19/

4

+ 5/

2

= 19/

4

+ 5 · 2/

2 · 2

= 19/

4

+ 10/

4

= 19 + 10/

4

= 29/

4

For adding, subtracting, and comparing fractions, it is suitable to adjust both fractions to a common (equal, identical) denominator. The common denominator you can calculate as the least common multiple of both denominators - LCM(4, 2) = 4. In practice, it is enough to find the common denominator (not necessarily the lowest) by multiplying the denominators: 4 × 2 = 8. In the following intermediate step, it cannot further simplify the fraction result by canceling.

In other words - nineteen quarters plus five halfs = twenty-nine quarters.

Step-by-step explanation:

Answer:

you can write it in exact form which is 9/4 or decimal form which is 2.25 or mixed number form 2 1/4

Step-by-step explanation:

Answer:

-3y

Step-by-step explanation:

Whether y is smaller than 0 or not, the square root of y^2 is y, a positive quantity.

Thus, -√(9y²) = -3y

Answer

It's actually 3y instead of -3y.

BTW, anybody from RSM

Answer:

[Graph] See attached

[Question] A, C, & E

Step-by-step explanation:

[Graph] 0.4 -> 2/5

     () It will go through the origin (0, 0) because we have no b, or y-intercept

     () From (0, 0) it will go 2 up and 5 over, 2 up and 5 over, etc etc

     () See attached

[Question]

     () A, C, E

     () It is proportional (one to one as it is a straight line) so A is correct

     () The slope in y = mx + b is m, and our m is 0.4 so it is the slope

     () 3 * 0.4 = 1.2, so E is correct

Answer:

13/20

Step-by-step explanation:

12/20-4/20+5/20=

8/20+5/20=

13/20

Answer:

[tex] \frac{13}{20} [/tex]

Step-by-step explanation:

Before we can do anything with the fractions, we need to find a common denominator.

To do that, we will first divide 10 by 2 to get a denominator of 5, and whatever we do to the bottom we must do to the top as well. So we will also divide 6 by 2 to get 3.

So 6/10 has now been simplified to 3/5.

Next we can subtract 1/5 from 3/5 since they both share a common denominator of 5, now we have 2/5.

Now in order to find the common denominator of 2/5 and 1/4, we will simply cross multiply the two fractions together like so: (2 × 4 = 8 and 5 × 1 = 5), to get 8/20 and 5/20. So now we can add 8 and 5 normally, since they both share a common denominator now. That's how you get 13/20.

Hope it helps :)

I tried to keep it simple for you.

Answer:

Step-by-step explanation:

All the whole numbers or integers between 6 and 28 are rational numbers because they can be expressed as improper fractions as for example 7 = 7/1 but the square root of 7 is an irrational number because it can't be expressed as a fraction.

Answer:

√101 (square root of 101)

Step-by-step explanation:

Irrational numbers are numbers that can't be written as fractions.

The square root of 101 is irrational because it is not a perfect square which means that it has an infinite amount of numbers after the decimal point. Because of this the square root of 101 cannot be expressed as a fraction.

Answer:

m = 2/3

Step-by-step explanation:

Slope is defined as the ratio rise/run.

As we move from (10, 20) to (30, 50), the run is 30 - 10, or 20, and the rise is 50 - 20, or 30.  Thus, the slope of the line is m = 30/20, or 2/3.