You have $9 to spend on lip balm and hand sanitizer. The equation $1.5x+2.5y=9$ represents this situation, where x is tubes of lip balm and y is bottles of hand sanitizer. How many tubes of lip balm can you buy when you do not buy any bottles of hand sanitizer?

Answer:

ok ok ok i gotchuu

Step-by-step explanation:

Answer:

ok will do!

Step-by-step explanation:

The cost of parker's tuition is $19,090.9

Parker could pay 45% of his college tuition with his scholarship

He paid for the remaining $10,500 with a student loan

Therefore the cost of parker's tuition can be calculated as follows

100% - 45%

= 55%

let y represent the cost of parker's tuition

55y/100= 10500

0.55y= 10500

y= 10500/0.55

y= 19,090.9

Hence Parker tuition cost is $19,090.9

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Answer:7.6

Step-by-step explanation:

Answer:

1 - 2 1/4

2 - 2 2/4 (simplified) 2 1/2

3 - 7 3/11

4 - 2 1/7

5 - 7 3/8

6 - 4 3/10

7 - 6 2/8 (simplified) 6 1/4

8 - 6 10/12 (simplified) 6 5/6

9 - 6 2/4 (simplified) 6 1/2

10 - 4 1/2

11 - 5 1/8

12 - 3 2/3

13 - 6 5/12

14 - 2 3/5

15 - 5 2/3

_______________________________________

1 - 42/5

2 - 20/3

3 - 27/5

4 - 52/7

5 - 10/3

6 - 17/3

7 - 40/11

8 - 28/5

9 - 29/3

10 - 25/3

11 - 86/9

12 - 11/3

13 - 15/2

14 - 5/2

15 - 38/7

Answer: 40

Step-by-step explanation:

   We will substitute x = 8 and simplify the given expression.

 Given:

6x-x

 Substitute:

6(8) - 8

 Multiply:

48 - 8

 Subtract:

40

An example of a quadratic function that has a maximum value is the parabola defined by the equation y = -(x-3)^2 + 4.

A quadratic function is a type of polynomial function that can be written in the form y = ax^2 + bx + c, where a, b, and c are constants and x is the variable. The graph of a quadratic function is a parabola, which can either open upward or downward depending on the value of the leading coefficient (a).

An equation is a mathematical statement that asserts the equality of two expressions. It is usually written with an "=" sign between the two expressions, such as y = 2x + 3 or x^2 + y^2 = 1. Equations can be used to model real-world situations, and solving an equation means finding the values of the variables that make the equation true.

We can determine that this function has a maximum value by looking at the leading coefficient of the quadratic term (x^2). In this case, the coefficient is -1, which means that the parabola opens downward. Therefore, since the parabola opens downward, the vertex of the parabola is the highest point of the parabola, which means that it is a maximum point.

Also we can find the vertex of the parabola by using the formula x = -b/2a, in this case x= -0 / 2*-1 = 3/2 =1.5, and using this value in the function, we get the y value which is 4, so the vertex is (1.5,4) which confirms that the function has a maximum value at (1.5,4)

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Equivalent function has the same domain and range. Equivalent and equal terms are not the same both have different meanings in mathematics.

A function is said to be equal if its Domain and Range are identical. Complete solution, step by step: A and B should be two sets. Now, by function, we mean a rule that guarantees that f(a)=b exists for all a. As a result, set A is referred to as the Domain of File and set B as the Range Off.

Despite being comparable to 1 + 1, 2 is believed to be equal to 2. When two items or amounts are exactly the same, as when 12 is equal to 12, yet 12 is equivalent to 2/4 since they reflect the same value, we can say that they are equal.

In mathematics, an equivalent can be defined in one of two ways. This is thus because there are various definitions for the concept of equivalent in mathematical theory. Equivalent refers to the mathematical notion that distinct terms and expressions having a similar value are treated equally.

Equivalent is not the same as equal in mathematics. While equivalent indicates similar but not the same, equal means the same in all respects.

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[tex]{ \qquad\qquad\huge\underline{{\sf Answer}}} [/tex]

here we go~

[tex]\qquad \sf  \dashrightarrow \: 4x {}^{2} - 25y {}^{2} [/tex]

[ identity : a² - b² = (a + b)(a - b) ]

[tex]\qquad \sf  \dashrightarrow \: (2x) {}^{2} - (5y) {}^{2} [/tex]

[tex]\qquad \sf  \dashrightarrow \: (2x + 5y)(2x - 5y)[/tex]

There are 24 ,5-digit palindromes with different neighboring .

A probability is a numerical representation of the likelihood or chance that a specific event will take place. Both proportions ranging from 0 to 1 and percentages ranging from 0% to 100% can be used to describe probabilities.

No, it is always between 0 t0 1.

Such a palindromic number should be  abcba  

2a+2b+c=14

Thus  c has to be even and we need

a+b=14−c/2 and we can choose for  a any value from  1 to  (14−c)/2

Thus the number of such palindromic numbers is

7+6+5+4+3=25

starting from  c=0 up to  c=8

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Answer:  I would multiply the lxwxh and do 0.25 x 0.36 x 0.14 which in all would give you 0.0126 m2.

Step-by-step explanation:

So, on solving the provided question, we can say that the outlier from the following data set will be 8.

Outliers are data points that deviate from the distribution's typical pattern. a value that is "outside" of the record's typical range (either significantly lower or substantially greater). For instance, both 3 and 85 are "outliers" when the scores are 25, 29, 3, 32, 85, 33, 27, 28, etc. Move away. Look for values that are significantly larger or significantly smaller than all other values to identify outliers. Because it is significantly smaller than all other values, Value 4 is an outlier. An observation that differs unusually from other values in a population sample taken at random is referred to as an outlier.

outlier = 4, 5, 1, 7, 4, 5, 8, 9, 6, 5, 4, 9, 7

outlier = 8

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Answer: y = 2/5x + 4

Step-by-step explanation:

       We will write a point-slope form equation for this line, then simplify it into a slope-intercept form equation.

Given point-slope form:

➜ m is the slope

➜ (x1, y1) is the point given

       y - y1  = m(x - x1)

Substitute values in:

       y - (4)  = (2/5)(x - (0))

Distribute 2/5:

       y - 4  = 2/5x - 0

Add 4 to both sides of the equation:

       y = 2/5x + 4

Step-by-step explanation:

since we have the slope and a point, we can start with the point-slope form

y - y1 = a(x - x1)

a is the slope, (x1, y1) is the given point.

y - 4 = (2/5)(x - 0) = 2x/5

y = 2x/5 + 4

or

y = (2/5)x + 4

Answer:

256

Step-by-step explanation:

4^(4)=256, I'm pretty sure that's the answer. i looked up and after some research found that.

Answer: 256

Step-by-step explanation:

Easiest way is to do 4x4x4x4

Answer:

X ≥ 49.5

Step-by-step explanation:

X + 15 ≥ 64.5

Subtract 15 from both sides

X ≥ 49.5

So, the answer is X ≥ 49.5

Answer:

$56 or $4 left over from $60

$ 56 o $ 4 sobrantes de $ 60

Step-by-step explanation:

4 2/3 pizzas would cost $56

4 2/3 pizzas costarían $ 56

The dimensions of a different sector with the same area and perimeter are An alternative sector's radius is 6.42 inches. An alternative sector has an arc length of 16.52 inches.

The distance between two places along a segment of a curve is known as the arc length.

Sector radius, r = 8.26 inches

Sector arc length = 12.84 inches

Sector perimeter = 2r + length of the arc

The specified sector's perimeter is equal to 2 x 8.26 x 12.84 x 29.36 inches.

The circle's circumference is 2 + 8.26 + 16.52.

The specified circle's area is A = 8.262 * 68.2276.

Sector area, A = 53.0292 inch2

Consequently, we have;

2R plus A equals 29.36 inches

A·R = 53.0292 × 2

that provides;

R² + 53.0292 = 14.68·R

R² - 14.68·R + 53.0292 = 0

using a graphing calculator to factor yields;

(R - 6.42)·(R - 8.26) = 0

R = 6.42 or R = 8.26

R = 8.26 is the measurement for the first sector.

Due to the distinctions between the sectors, we have;

R = 6.42 inches is the radius of the other sector.

The length of the arc, A = 29.36 - 2R

∴ A = 29.36 - 2 × 6.42 = 16.52

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Answer:

x = -2

Step-by-step explanation:

[tex]8^{x}[/tex] = [tex]\frac{1}{64}[/tex]

So to solve exponent.

8x=  1 /64

log(8x)=log( 1/ 64 ) (Take log of both sides)

x*(log(8))=log( 1 /64 )

x= log( 1 /64 ) /  log(8)

x=−2

Hope this helps!

Answer:

You first find the number on the number line, and go from there.

Step-by-step explanation:

If it's addition (Ex. 4+12), you would start at 4, and move right 12 spaces. Since the answer is 16, you would land on the 16th space. Think of it as a board game...

If you roll a 6, and you are on space number 4, you move up 6 spaces. This would represent addition. It's the opposite if you land on a "Move Back" space. You land on that space, and you roll a 4. If you are on the 6th space, you go back to the second space. This would represent subtraction. Hope this helps! Mark Branliest, pls!

Answer:

A recursive sequence , also known as a recurrence sequence, is a sequence of numbers indexed by an integer and generated by solving a recurrence equation. The terms of a recursive sequences can be denoted symbolically in a number of different notations, such as , , or f[ ], where. is a symbol representing the sequence.

Step-by-step explanation:

I hope this helps?

Answer:

A recursive sequence ,  a sequence of numbers indexed by an integer and generated by solving a recurrence equation.

Answer:

Area of figure = 68.13 feet² (Approx.)

Step-by-step explanation:

Given:

Length of rectangle = 9 ft

Width of rectangle = 6 ft

Diameter of semicircle = 6 ft

Find:

Area of figure

Computation:

Radius of semicircle = Diameter of semicircle / 2

Radius of semicircle = 6 / 2

Radius of semicircle = 3 ft

Area of figure = Area of rectangle + Area of semicircle

Area of figure = [Length x( Width] + [πr²]/2

Area of figure = [9 x 6] + [(3.14)(3)²]/2

Area of figure = [54] + [(3.14)(9)]/2

Area of figure = [54] + [28326]/2

Area of figure = [54] + [14.13]

Area of figure = 68.13

Area of figure = 68.13 feet² (Approx.)

Answer:

your answer would be y=-3x-15

Step-by-step explanation:

Let l be the length of the classroom in feet, and w be the width of the classroom in feet. We know that l + 5 = w and l * w = 84.

We can use these two equations to solve for the length and width of the classroom.

First, we can solve the second equation for l:

l = 84 / w

Substituting this expression for l into the first equation gives us:

84 / w + 5 = w

Expanding the left side of the equation gives us:

84 / w + 5 = w

84 / w = w - 5

84 = w^2 - 5w

w^2 - 5w - 84 = 0

This is a quadratic equation that we can solve using the quadratic formula:

w = (5 + sqrt(5^2 - 4 * 1 * -84)) / 2 * 1

= (5 + sqrt(25 + 336)) / 2

= (5 + sqrt(361)) / 2

= (5 + 19) / 2

= 24 / 2

= 12

Now that we know the value of w, we can substitute it back into the equation l = 84 / w to find the value of l:

l = 84 / 12

= 7

Therefore, the dimensions of the classroom are 7 feet by 12 feet.

Answer: The odds in favor of an event happening are the ratio of the probability of the event happening to the probability of the event not happening. To find the odds in favor of an event, you can use the formula:

Odds in favor = probability of event occurring / (1 - probability of event occurring)

In this case, the event is that Adam will see a meteor in the next 10 minutes. The probability that this event will occur is 0.56. Therefore, the odds in favor of this event occurring are:

Odds in favor = 0.56 / (1 - 0.56)

= 0.56 / 0.44

= 1.27

So, the odds in favor of Adam seeing a meteor in the next 10 minutes are 1.27 to 1.

It means that Adam is 1.27 times more likely to see a meteor in the next 10 minutes than not seeing one.

Step-by-step explanation:

The odds in favor of Adam seeing a meteor in the next 10 minutes are 14 : 11

Answer:

Given all right triangles

Use Pythagorean to find the missing side:

=1=

=2=

=3=

A large interquartile range shows the range in values of the central 50% of the data.

Answer:

ZYX=39

ZXY=64

X=1

Step-by-step explanation:

Answer:

a?

Step-by-step explanation:

Answer:

d=52 e=77 f=51

Step-by-step explanation:

The opposite side of 52 is 52 because they are intersecting 1dk, same thing with 77, and when you have both of those just add all the angles and subtract it from 360

Answer:

d = 52

e = 77

f = 51

Hope this helps!

Answer

Option A

61 in, 60 in, 11 in. represents three sides of a right triangle

Step-by-step explanation:

By Using Pythagorean Triplet we can say that

61 in, 60 in, 11 in. represents three sides of a right triangle

(11)² + (60)² = (61)²

121 + 3600 = 3721

3721 = 3721

Thus, 3721 = 3721 represents three sides of a right triangle

-TheUnknownScientist