Is 4x + 9 equivalent to 2(2x+5) -1?

Answer:

y= 2x + 6

Y=2x + 6

Step-by-step explanation:

The graph of this system of equations will have two lines exactly on top of each other.

Answer:

a. 16

b. 80

c. Blood type AB

Step-by-step explanation:

Given:

O = 45%

A = 40%

B = 11%

AB = 4%

Total number of donors = 145

a. No. of donors that had type B blood = [tex] \frac{11}{100}*145 = \frac{1,595}{100} = 15.95 [/tex]

Type B blood donors ≈ 16

b. No. of blood donors without blood type O = [tex] \frac{40 + 11 + 4}{100}*145 = \frac{55}{100}*145 = \frac{7,975}{100} = 79.75 [/tex]

Those without blood type O ≈ 80

c. Find the number of people that had type AB:

Type AB = [tex] \frac{4}{100}*145 = 5.8 [/tex] ≈ 6. This is less than 10 donors.

Therefore, blood type AB had less than 10 donors.

Answer:

8

Step-by-step explanation:

if y varies with x, then they are directly proportional, so their ratio is constant (ie x divided by y is allways the same)

when x = 6, y = 24:

y / x = 4

when y = 32:

32 / x = 4

so x = 32 / 4 = 8

Given parameters:

Cost of doughnut at one shop = £1.40

Unknown

Difference in the cost of doughnuts at the two shops = ?

To find the difference in the cost of doughnuts at the two shops, we must know the cost of doughnut at the second shop;

  Given that the cost of doughnut at the other shop is 20% more;

       = 1.20 x £1.4

       = £1.68

The difference in the cost of doughnuts  = £1.68 - £1.40 = £0.28

So the answer is £0.28

Answer:

3 2/5

Step-by-step explanation:

Answer:

whats the question

Step-by-step explanation:

?

Answer:

[tex]\left|x\right|<-3\\\\\\No\: solution\\[/tex]

Step-by-step explanation:

[tex]|x| + 7 < 4\\\\\mathrm{Subtract\:}7\mathrm{\:from\:both\:sides}\\\left|x\right|+7-7<4-7\\\\Simplify\\\left|x\right|<-3\\\\\mathrm{Absolute\:value\:cannot\:be\:less\:than\:0}\\\mathrm{No\:Solution\:for}\:x\in \mathbb{R}[/tex]

Answer:  see below

Step-by-step explanation:

Speed = | Velocity |

4.

   Velocity         -14   20   -2    0    25    -15

   Speed             14   20    2    0    25     15

5.

   Velocity         -16   16

    Speed            16   16

6.

    3 is greater then -4

       |---------|---------|

     -4         0         3

7.

    A velocity of -4 has a greater speed than a velocity of 3

  Velocity        -4     3

  Speed            4     3  

Answer:

yyeeeett

Step-by-step explanation:

just a guess y'know

Answer:

Step-by-step explanation:

Why, it’s quite simple: yeet plus yeet =2yeet. Or if one of those yeets yeeted themselves out the window like Papyrus yeeted himself out of Undyne’s window, then only one sad yeet is left without a friend to yeet.

HOPE THIS HELPS NYHEHEHEHEH

-Signed by The Great Papyrus Spagettitore

Answer: B. subtract

Step-by-step explanation: x-5=12

5-5

Answer:

Hello. The answer is A.

Step-by-step explanation:

You should add five to left side to make x alone.

For avoiding changing the equation you should add another five to left side.

I hope you understand

Answer:

Andy is incorrect

Step-by-step explanation:

[See attachment for complete question]

Andy is incorrect because of the following.

Filling the empty boxes with any real numbers does not guarantee that the expression will be a polynomial.

For instance, if the expression is completed as thus:

(5x⁴ + 4x³)(4x^(2.7981) - 6) = A

This expression is not a polynomial because all powers of x must be non negative and it must be an integer.

So, Andy's statement is incorrect

Answer:

No

Step-by-step explanation:

The triangle inequality rule states that the length of a side of a triangle is less than the sum of the lengths of the other two sides and greater than the difference of the lengths of the other two sides.

Answer:

No

Step-by-step explanation:

It doesn't agree to Pythagoras Theoram.

But if they were the sqrt values, it would work.

75 feet the penguin walk in 45 seconds and in 27 seconds the penguin walk 45 feet.

A ratio is an ordered pair of numbers a and b, written a / b where b does not equal 0.

Given,

penguin walks 10 feet in 6 seconds

At the same rate we need to find the distance walked by penguin in 45 seconds

Let x be the distance travelled by penguin in 45 seconds

10/6=x/45

Apply cross multiplication

45(10)=6x

450=6x

Divide both sides by 6

x=75

So 75 feet the penguin walk in 45 seconds.

Now let us find how long it takes for penguin to walk 45 feet.

Let x be the time

10/6=45/x

Apply cross multiplication

10x=270

Divide both sides by 10

x=27

In 27 seconds the penguin walk 45 feet.

Hence,  75 feet the penguin walk in 45 seconds and in 27 seconds the penguin walk 45 feet.

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Answer:

8 4/7

Step-by-step explanation:

Use a proportion.

Let the unknown number of laps for 30 minutes be x.

7 minutes is to 2 laps as 30 minutes is to x laps

7/2 = 30/x

Cross multiply.

7x = 2 * 30

7x = 60

x = 60/7

x = 8 4/7

Answer: 8 4/7

Isabella walks twice around the gym track in 7 minutes. She can do 60/7 laps of the track in a half hour if she continues moving at this pace.

Running a lap is equivalent to making a full circle of a track during a race or while exercising while walking. the front portion of the human body, when seated, from the waist to the knees. the area of clothing that, while a person is sitting, covers the front of their body from the waist to their knees. a location, setting, or circumstance that promotes rest or nurturing: the lap of luxury.

Laps are being done to get a good workout. For beginners, 20–30 laps in 30 minutes is frequently an effective and reachable target. If you're more advanced, try to do 40 to 50 laps in the same amount of time, and aim for 60 or more.

Let x equal the undetermined number of laps for 30 minutes.

7 minutes equals 2 laps, while 30 minutes equals x laps.

[tex]\frac{7}{2} = \frac{30}{x}[/tex]

Cross multiply.

[tex]7x = 2 \times 30\\7x = 60\\x = \frac{60}{7}\\[/tex]

Therefore, Isabella can do 60/7 laps of the track in a half hour if she continues moving at this pace.

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Answer:

1,2,3,5

Step-by-step explanation:

Answer:

the answer is lines that do connect

Answer:

1,2,3

Step-by-step explanation:

1+3=4

2(2)= 4

hope this helped :)

Answer:

14(cos(330)+isin(330))

Step-by-step explanation:

step1: determine the modulus using the formula  |z|=√(a²+b²)

|z|=  √((7√3)² + (-7)²) = √196 = 14

step2: determine the argument using the formula θ=tan⁻¹(y/x)

θ=  tan⁻¹(-7/7√3) =  (-1/√3) --> rationalize the denominator by multiplying top and bottom by √3 to get:  -√3/3

the tangent value on the unit circle that is -√3/3 is 330 degrees in quadrant iv

then put it together :p

Answer:

36

Step-by-step explanation:

Answer:

1. a)x² + y² = 29  ------------------(1)      

y² - x² = 23 ----------------(2)

y²  = 23 + x²

Using the value of y² in the first equation:

x²  + y²  = 29

x²  + (23 + x²)  = 29

2x²  = 6

x² = 3

x = √3

Using the value of x in equation (2)

y²  - x²  = 23

y²  - 3 = 23

y²  = 26

y = √26            and            x = √3

b) ( 1 - 12x) / 3 < 0   =   1-12x < 0  =  x > 1 / 12

(1-x) / 2 ≤ (3-x) 3  =  3 - 3x ≤ 6 - 2x  =   -3 ≤ x

In these 2 equations, the value of x will be the values of x common to both the inequalities

Since the second equation starts at a much lower value than the first equation, and they are both going up, all the values for the first equation will also stand for the second equation

Hence, the value of x for the given system of equations is

x  > 1/12

2.

3x² - 7x  + 2 ≥ 0

3x² -6x -1x  + 2 ≥ 0       (splitting the middle term)

3x(x - 2) -(x - 2) ≥ 0

(3x - 1)(x-2) ≥ 0

(3x-1) ≥ 0         or     (x-2) ≥ 0

x ≥ 1/3       or    x ≥ 2

Written above are the 2 solutions for the given equation

4.

We are given that Sin α = (2√3) / 3  or 2/√3

According to the pythagorean law:

sin²α + cos²α = 1

4 / 3  + cos²α = 1

cos²α = (3-4)/3

cos²α = -1/3

cos α = √(-1/3)      or    i / √3    since √-1 is also known as i

Cosec α = 1/ Sin α

Cosec α = 1 / (2/√3)

Cosec α = √3 / 2

Sec α = 1 / cos α

Sec α = 1 /  √(-1/3)

Sec α = (√3)  / (√-1)

Since (√-1) is also known as i , we can write this as:

Sec α = (√3)  / i

Tan α = Sin α / Cos α

Tan α = (2√3 / 3) / (i / √3)

Tan α = (2√3 * √3) / 3 * i)

Tan α = 2 / i

Cot α = 1/Tan α

Cot α = 1 / (2 / i)

Cot α = i / 2

Answer:

8 subtract 1 sides fraction

Answer:

8 subtract 1 sides fraction

Step-by-step explanation:

Answer:

esta Frase es correcta se a los amigos de mis Padres true false

Answer:

10 teaspoons

Step-by-step explanation:

1 dozen of cookies= 12 cookies

4 teaspoon of cinnamon ----- 2(12)= 24 cookies

Amount of cinnamon needed per cookie

[tex] = \frac{4}{24} \\ = \frac{1}{6} \: teaspoon[/tex]

Teaspoons of cinnamon needed for 60 cookies

[tex] = 60( \frac{1}{6} ) \\ = 10[/tex]

Thus, 10 teaspoons of cinammon is needed for 60 oatmeal cookies.

Answer:

see below

Step-by-step explanation:

2d+21 ≤11

Subtract 21

2d+21-21 ≤11 -21

2d ≤-10

Divide by 2

2d/2 ≤-10/2

d≤-5

Answer:

-9

Step-by-step explanation:

ya want me to explain or not?

Answer:

A COMPIONY FARTED AND THEN YEAH 13256326

Step-by-step explanation:

Answer:

11/100

123/100

103/100

7/100

Step-by-step explanation:

simplify the answers

Answer:

One language disappears every ten day. Each language has history and culture that vanishes. This will affect the future of language and cultural diversity because people aren’t trying to save theses languages and culture. Imagine if the English language disappeared. Plenty of English speaking countries’ cultural would also disappear. Plus, lots of these languages know one knows about. The future of language diversity would be bland, for only big languages would exist. Therefore, the disappearance of languages will affect language because people don’t try to save culture, and there’d be no language diversity in the future.

The disappearance of languages at such a rapid pace has significant implications for both language diversity and cultural diversity.

Language diversity is essential as it reflects the richness and complexity of human communication and expression. Each language carries unique ways of perceiving and understanding the world, and its loss means losing a vast amount of cultural and intellectual knowledge.

When languages disappear, the world loses diverse perspectives, traditional knowledge systems, folklore, literature, and linguistic diversity itself.

Furthermore, language is deeply intertwined with cultural diversity. Language shapes and is shaped by culture, and it serves as a vehicle for transmitting cultural practices, values, beliefs, and traditions across generations. When a language vanishes, it often signifies a loss of cultural identity and can lead to the erosion of cultural practices and knowledge associated with that language. The extinction of a language can disrupt intergenerational transmission of cultural heritage, affecting not only linguistic diversity but also cultural diversity.

The consequences of language extinction extend beyond the loss of knowledge and cultural heritage. Language is an integral part of personal and collective identity. When a language dies, it can cause a sense of disconnection, loss, and alienation for the speakers and their communities. Language loss can also exacerbate social and economic inequalities, as marginalized communities often face language-based discrimination and exclusion.

To preserve language diversity and cultural diversity, concerted efforts are needed. Governments, communities, linguists, educators, and language enthusiasts can play a crucial role in documenting endangered languages, revitalizing them through language revitalization programs, promoting bilingual education, and creating platforms for language preservation and intercultural exchange. Recognizing the value of linguistic and cultural diversity is essential for fostering understanding, tolerance, and respect among different communities.

Overall, the future of language diversity and cultural diversity depends on our collective commitment to preserving, revitalizing, and celebrating the vast array of languages and cultures that enrich our world.

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