Suppose Albers Elementary School has 76 teachers and Bothel Elementary School has 24 teachers. If 3 teachers teach at both Albers and Bothel, compute the total number of teachers employed at Albers and Bothel combined.

Answer:

y ≥ -0.65x +110  

y ≤ -x +140

45 students, 95 adults

Step-by-step explanation:

6.50x + 10y ≥ 1100 --> 10y ≥ -6.50x + 1100 --> y ≥ -0.65x +110  

x + y ≤ 140 --> y ≤ -x +140

The lengths can be used since it's more than the tightrope.

It should be noted that the the length of the tightrope is 15 feet long and the lengths given are 2,6 and 8 feet.

The addition of the lengths will be:

= 2 + 6 + 8

= 16 feet

Therefore, the lengths can be used since it's more than the tightrope. In this case, 26 feet is more than 15 feet.

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Answer:

[tex]\log_556[/tex]

Step-by-step explanation:

Given:

[tex]\log_5(4 \cdot 7)+\log_52[/tex]

Multiply the 4 and 7:

[tex]\implies \log_528+\log_52[/tex]

[tex]\textsf{Apply the Log Product law}: \quad \log_ax + \log_ay=\log_axy[/tex]

[tex]\implies \log_5(28\cdot2)[/tex]

Multiply the 28 and 2:

[tex]\implies \log_556[/tex]

The numbers are 24 and 33 so the smaller one is 24

Answer:

24 and 33 are the numbers among which 24 is the smallest.

Step-by-step explanation:

Let one positive integer be x, then another will be x - 9

Solve:

[tex]\sf \dfrac{x-9 }{x} = \dfrac{8}{11}[/tex]

cross multiply

[tex]\sf 11x-99= 8x[/tex]

collect like terms

[tex]\sf 11x-8x = 99[/tex]

simplify

[tex]\sf 3x = 99[/tex]

divide both sides by 3

[tex]\sf x = 33[/tex]

As the integer is positive, x = 33, then another will be 33 - 9 = 24.

Step-by-step explanation:

so, what's the question ?

I don't need to "assume" that both machines have the same rate. it is clearly written there :

A produces in 22 hours 3 cockpits and 5 propulsion systems.

and B produces in twice the time (44 hours) twice the results (6 cockpits, 10 propulsion systems).

that means they have exactly the same production rate for both products.

so, this is confirmed. but what should we do now with this information ?

Answer:

C - No; the system has many solutions

Step-by-step explanation:

I just got it right on khan.

Answer:

Step-by-step explanation:

Explanation:

This can be rewritten as

−

18

<

5

x

+

7

<

2

To solve this, isolate

x

. The first step will be subtracting

7

. However, subtract

7

from all parts of the inequality.

−

18

−

7

<

5

x

+

7

−

7

<

2

−

7

Which yields

−

25

<

5

x

<

−

5

Now, divide each part by

5

.

−

5

<

x

<

−

1

wolframalpha.com

Answer:

x>3

Step-by-step explanation:

Thats all hope this helps.

Answer:

1,171 miles

Step-by-step explanation:

The trip is 1792 miles.

They have driven (58857 - 58236) miles of the trip so far (because the odometer change is equal to the distance driven).

(58857 - 58236) = 621

They still need to drive 1792 - 621 miles

1792 - 621 = 1171

So they have 1171 miles left until they complete the trip.

Answer:

61/72

Step-by-step explanation:

first find the lowest common denominator - basically in this case the lowest number that goes into 8 and 9 - 8 x 9 which is 72, then

8 goes into 72 9 times so do 9 x the numerator (5)

9 x 5 = 45

Do the same for the second fraction, 9 goes into 72 8 times so do 8 x numerator (2)

8 x 2 = 16

Now add 45+ 16 = 61 ( this is your numerator)

and you keep the denominator (72) the same, so the answer is 61/72

The function represents a continuous function because it can be measured and not counted.

The domain is; x ≤ 19 gallons

The range is ; d(x) ≤ 323 miles

We are given the function that represents the distance d(x) in miles that the car can travel with x gallons of gasoline as;

d(x) = 17x

A) The Independent Variable is Number of gallons of gasoline used while the dependent variable is the distance that the car travels.

B) Discrete data is a numerical type of data that includes whole, concrete numbers with specific and fixed data values determined by counting. Continuous data includes complex numbers and varying data values measured over a particular time interval.

Thus, the situation represents a continuous function because it can be measured and not counted.

C) The domain is the set of all possible input values. You have 19 gallons and so the domain is; x ≤ 19 gallons

The range is the set of all possible output values. Thus, the range is;

d(x) ≤ (19 * 17)

d(x) ≤ 323 miles

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Answer:  E

Step-by-step explanation:

[tex]\frac{5}{6}(18x^{2} -3x)-\frac{6}{5} (5x^{3} -10x-30x^{2} )[/tex]

[tex]=\frac{5}{6}(18x^{2}) + \frac{5}{6} (-3x) - \frac{6}{5} (5x^{3} )-\frac{6}{5} (-10x)-\frac{6}{5} (-30x^{2} )[/tex]

[tex]= 15x^{2} -\frac{5}{2} x-6x^{3} +12x+36x^{2}[/tex]

[tex]=-6x^{3} + (15x^{2} +36x^{2} )+(-\frac{5}{2}x+12x)[/tex]

[tex]=-6x^{3} + 51x^{2} -\frac{5}{2}x+12x[/tex]

Therefore, the answer is E.

Answer: E.

Step-by-step explanation:

[tex]\displaystyle\\\frac{5}{6} (18x^2-3x)-\frac{6}{5} (5x^3-10x-30x^2)=\\\\\frac{5}{6}(18)(x^ 2)-\frac{5}{6} (3)(x)-\frac{6}{5} (5)(x^3)+\frac{6}{5}(10)(x)+\frac{6}{5} (30)(x^2)=\\\\ \frac{5*18}{6} x^2-\frac{5*3}{6}x -\frac{6*5}{5} x^3+\frac{6*10}{5}x+\frac{6*30}{5} x^2=\\\\5*3*x^2-\frac{5}{2} x-6x^3+6*2*x+6*6*x^2=\\\\15x^2-\frac{5}{2}x-6x^3+12x+36x^2=\\ -6x^3+51x^2-\frac{5}{2} x+12x[/tex]

Answer:

Hello,

n=6

Step-by-step explanation:

1111 in binary is 15 in décimal

(23) base n=15 ==>

2*n+3=15

2n=12

n=6

Answer:

1.Yes

2.Yes

3.No

4.Yes

5.Yes

6.No

I hope it's help

Answer:

1. yes

2.Yes

3.no

4.no

5.yes

6.yes

Step-by-step explanation:pa brainliest po thankyou

Answer:

 14

Step-by-step explanation:

Given the points (-2,1), (3,1), (3,-1), and (-2,-1) that are the vertices of a quadrilateral, you want to find the perimeter.

The perimeter of a plane figure is the sum of the lengths of its sides. When you plot these points, you see they define a rectangle with horizontal sides of length (3-(-2)) = 5, and vertical sides of length (1 -(-1)) = 2. There are two sides of each of these lengths, so the perimeter is ...

  P = 2(L+W) = 2(5 +2) = 2(7)

  P = 14

The perimeter of the figure is 14 units.

__

Additional comment

When trying to work out measures associated with a set of points, it is often useful to graph those points.

1. The number of people who carried a cell phone or a tablet is 128.

2. The probability that a person carries a cell phone or a tablet is 78.5%.

3. The number of people who carried neither a cell phone nor a tablet is 35.

4. The probability that a person carried neither a cell phone nor a tablet is 21.5%.

5. The number of people who carried a cell phone only is 43.

6. The probability that a person carried a cell phone only is 26.4%.

7. The number of people who carried a tablet but not a cell phone is 38.

8. The probability that a person carried a tablet but not a cell phone is 23.3%.

The sample size of the survey = 163

The number of persons who carried a cell phone = 90

The number of persons who carried a tablet computer = 81

The number of persons who carried both a cell phone and a tablet = 43

1. The number of people who carried a cell phone or a tablet is 128 (90 + 81 - 43).

2. The probability that a person carries a cell phone or a tablet is 78.5%. (128/163).

3. The number of people who carried neither a cell phone nor a tablet is 35 (163 - 128).

4. The probability that a person carried neither a cell phone nor a tablet is 21.5% (35/163).

5. The number of people who carried a cell phone only is 43.

6. The probability that a person carried a cell phone only is 26.4%(43/163).

7. The number of people who carried a tablet but not a cell phone is 38 (81 - 43).

8. The probability that a person carried a tablet but not a cell phone is 23.3% (38/163).

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1. How many people carried a cell phone or a tablet?

2. What is the probability that a person carries a cell phone or a tablet?

3. How many people carried neither a cell phone nor a tablet?

4. What is the probability that a person carried neither a cell phone nor a tablet?

5. How many people carried a cell phone only?

6. What is the probability that a person carried a cell phone only?

7. How many people carried a tablet but not a cell phone?

8. What is the probability that a person carried a tablet but not a cell phone?

Answer:

x=8

Step-by-step explanation:

So 6^2+x^2=10^2

36+x^2=100

x^2=64

x=8

Answer:

first put name of triangle abc than

angle _abc =180degree

10+6+c=180

16+c=180

180÷16=c

c=11.25

the value of x is 11.25 ans

The actual length of the river on centimetres is 97 centimetres

The scale was 5 centimetres represents 120 miles.

Therefore, on the scale

5 centimetres = 120 miles

Now, let's find the length in centimetres if the river is measured as 2320 miles.

120 miles  = 5 centimetres

2320 miles = ?

cross multiply

actual length of the river in centimetres = 2320 × 5 / 120

actual length of the river in centimetres = 11600 / 120

actual length of the river in centimetres = 96.6666666667

actual length of the river in centimetres = 97 centimetres.

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Answer:

x=1 and 4

suppose t=x1.5

The linear equation that represents the number of pages that Lourdes still need to read will be y =  y = 30x + 3/5y.

It should be noted that an equation is used to show the relationship between the variables. It should be noted that the person is reading a biography.

It should be noted she reads 30 pages each day and after 9 days, he has read 3/5 of the pages.

Therefore, the linear equation that represents the number of pages that Lourdes still need to read will be:

y = (30 × x) + (3/5 × y

y = 30x + 3/5y.

Finally, this is the linear equation representing the pages that Lourdes read.

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The real solution of the equation are +0.77, -0.77, +1.85, -1.85.

A quadratic equation is a second-order polynomial equation in a single variable x, ax²+bx+c=0. with a ≠ 0 .

Given:

x^4 − 4x^2 + 2 = 0

(x²)² - 4x² + 2 =0

let us consider y= x², then the above equation become

y² - 4y + 2 =0

On further solving for 'y' we have

y= -b±√(b² -4ac) / 2a

y= 4±√(16-8)/2

y=4±2√2/2

y= 2 + √2, y=2-√2

Now, y= x²

x² = (2 + √2),  x²= 2-√2

x= +1.8477, -1.8477 , +0.7653, -0.7653

x= +0.77, -0.77, +1.85, -1.85

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Answer:

x = s/(1/q + 1/p)

Step-by-step explanation:

Solve for x:

x/p + x/q = s

Collect in terms of x:

x (1/q + 1/p) = s

Divide both sides by 1/q + 1/p:

Answer: x = s/(1/q + 1/p)

Answer:

15(16+3) is the right answer

Step-by-step explanation:

mark me brainliest PLS

Answer: n=38/3

Step-by-step explanation:

4*(n-10)=(n-2)

4*(n-10)=n-2

4n-40=n-2

3n-40=-2

3n=38

n=38/3

The number n is four times as close to 10 as it is to 2 would be 38/3.

A number pattern is a pattern in a series of numbers that represents the common relationship between the numbers.

The equation form here;

4*(n-10)=(n-2)

4*(n-10)=n-2

4n-40=n-2

3n-40=-2

3n=38

n=38/3

Therefore, The number n is four times as close to 10 as it is to 2 would be 38/3.

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The lengths of AB and CD are 12 and 26.5 units

The given parameters are

AB = 2x + 3

BC = 21

CD = 7x - 5

AD = 11x + 10

The points are on line AD

So, we have

AD = AB + BC + CD

This gives

11x + 10 = 2x + 3 + 21 + 7x - 5

Evaluate the like terms

2x = 9

Divide by 2

x  = 4.5

Substitute x  = 4.5 in AB = 2x + 3 and CD = 7x - 5

AB = 2 * 4.5 + 3 = 12

CD = 7 * 4.5 - 5 = 26.5

Hence, the lengths of AB and CD are 12 and 26.5 units

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The equation of the given function will be h=-0.096x+30.6. The mass will be 63.5 grams.

A line is a one-dimensional shape that is straight, has no thickness, and extends in both directions indefinitely. The equation of line is given by,

y =mx + c

where,

x is the coordinate of the x-axis,

y is the coordinate of the y-axis,

m is the slope of the line, and

c is y-intercept.

1.) The slope of the given function will be,

Slope = (25.8 - 30.6) / (50 - 0) = -4.8/50 = -0.096

Now, substitute the values in the general linear equation,

h = -0.096x + c

30.6 = -0.096(0) + c

c = 30.6

Therefore, the equation of the given function will be h=-0.096x+30.6.

2.) Mass when the height is given as 24.5 cm, will be,

h = -0.096x + 30.6

24.5 = -0.096x + 30.6

24.5 - 30.6 = -0.096x

-6.1 = -0.096x

x = -6.1/-0.096

x = 63.5

Hence, the mass will be 63.5 grams.

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Answer:

vvvyaz

Step-by-step explanation:

szahvzlvzlz

The correct answer is option c.

Jasmine gave a negative answer for distance.

The number line is the main visual base in statistics and we often want to look at two points on the number line and determine the distance between them. This is used to find the base of a rectangle or another figure that lies above the number line. By the end of this section, you will be able to determine the distance between any two points on a number line that comes from a statistics application.

The absolute value of 5 is 5, because it is 5 units away from 0. A negative number is a number that is less than zero. On a horizontal number line, negative numbers are usually shown to the left of 0. Two numbers are opposites if they are the same distance from 0 and on different sides of the number line.

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Therefore, the value for the algebraic expression 5 / 6 ( 1 / 2 (x) + 6 ) - 3x for x = 12 is -26.

Given algebraic expression is 5/6(1/2 (x) + 6 )-3x

As we know An algebraic expression in mathematics is an expression that consists of variables and constants, along with algebraic operations such as addition, subtraction, etc., and are made up of terms

Solve the expression for x = 12

To solve this algebraic expression we have to substitute the value of x = 12 in an expression as below

= 5 / 6 ( 1 / 2 (x) + 6 ) - 3x

Substitute the value of x in the given expression as below

= 5 / 6 ( 1 / 2 * 12 + 6 ) - 3 * 12

= 5 / 6 ( 6 + 6 )) - 36

= 5 / 6 ( 12 ) - 36

= 5 * 2 - 36

= 10 - 36

= -26

Therefore, the value  for the expression 5 / 6 ( 1 / 2 (x) + 6 ) - 3x for x = 12 is -26.

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