If a fence cost $18 for every 3 feet if it cost 30$ how much fencing will I get

Answer:

3(x + y + z) = k

z = k\/3 - x - y

-k + 3 x + 3 y + 3 z = 0

The value of k that makes the equation 3x + 3y + 3z = k equal to 42 is k = 14. When you substitute k = 14 into the equation, you get 3x + 3y + 3z = 42, which satisfies the condition.

To find the value of k that makes the equation 3x + 3y + 3z = k equal to 42, you need to solve for k.

The equation is:

3x + 3y + 3z = k

Now, we want this equation to equal 42, so we substitute 42 for k:

3x + 3y + 3z = 42

Next, we can simplify the equation by factoring out the common factor of 3 on the left side:

3(x + y + z) = 42.

Now, we have a simpler equation:

x + y + z = 42 / 3

Divide both sides by 3:

x + y + z = 14

So, to make the equation 3x + 3y + 3z = k equal to 42, k should be equal to 14.

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The most reasonable conclusion based on the given information is: Salad Supreme is increasing the number of restaurants by 10% each year. Option B

Based on the given equation y = 195(1.10)^x, where x represents the number of years since 2005 and y represents the number of Salad Supreme restaurants, we can draw the following conclusions:

A. Salad Supreme had 110 restaurants in 2005: This conclusion is not supported by the given equation.

B. Salad Supreme is increasing the number of restaurants by 10% each year: This conclusion is supported by the equation.

C. Salad Supreme is increasing the number of restaurants by 195 each year: This conclusion is not supported by the equation.

D. Salad Supreme is increasing the number of restaurants by 110% each year: This conclusion is not supported by the equation. The growth factor of 1.10 (or 10%) indicates a 10% increase each year, not 110%.

Therefore, the most reasonable conclusion based on the given information is: Salad Supreme is increasing the number of restaurants by 10% each year.

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From the given table, the following statements can be determined:

C. There is a y-intercept at (-12, 0).

B. In the interval from x = -4 to x = 0, F(x) is decreasing.

A y-intercept is the point where the graph of a function intersects the y-axis. In this case, the y-intercept is at (-12, 0), which means that when x = 0, the value of f(x) is 0.

A function is decreasing in an interval if the values of the function decrease as the input values increase. In this case, we can see that the values of f(x) decrease as x increases from -4 to 0.

The statement A is incorrect because there is only one x-intercept at (0, 4). The statement D is incorrect because there is no line of symmetry at x=0.5.

Therefore, the statements C and B can be determined from the given table.

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After considering all the given data we reach  the conclusion that the probability of randomly selecting a point that falls in the red shaded triangle is 0.30.

To evaluate the probability that a randomly selected point within the circle falls in the red shaded triangle, we have  to calculate the ratio of the area of the red shaded triangle to the area of the circle.
Let us consider that the radius of the circle is 4 cm. The area of the circle is
πr² = 3.14 × 5²
= 78.5 cm².
The concerned area of red shaded triangle is
(1/2) ×(3 + 3) × (8)
= 1/2 × 6 × 8
= 24 cm².
Therefore, the probability of randomly placing the point on the red part of the triangle is
P = Area of Triangle / Area of Circle = 24 / 78.5
≈ 0.30
So, P = 0.30 rounded to the nearest hundredth.
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The value of angle marked 2xand x in the figure is

2x = 60

x = 30

The value of the angle is solved using complementary angles. These helps us arrive at the equation 2x + x = 90

solving for x

2x + x = 90

(2 + 1)x = 90

3x = 90

3x/3 = 90/3

x = 30

There fore

x = 30

2x = 2 * 30 = 60

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The future value of the emergency fund after 6 years will be approximately $159,321.50.

To calculate the future value of the emergency fund using annuity due tables, we need to break down the given information and apply the appropriate formulas.

Given:

Sienna health and fitness deposits $5000 at the beginning of each three months.

The deposits have been made for the last 6 years.

The interest rate is 8% compounded quarterly.

To calculate the future value of the emergency fund, we need to determine the number of compounding periods and the interest rate per period.

Number of compounding periods:

Since the deposits are made every three months for 6 years, we have:

6 years * 4 quarters/year = 24 compounding periods.

Interest rate per period:

The interest rate is 8% per year, compounded quarterly. To find the interest rate per quarter, we divide it by 4:

8% / 4 = 2% per quarter.

Now, using the annuity due tables 12-1, we can find the future value factor for 24 periods at an interest rate of 2% per quarter. Let's denote this factor as FV.

Using the annuity due table, we find that the future value factor for 24 periods at 2% per quarter is 31.8643.

To calculate the future value of the emergency fund, we multiply the quarterly deposit amount ($5000) by the future value factor (31.8643):

Future Value = $5000 * 31.8643 = $159,321.50

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Since the difference between the areas of the two rectangles is 64 cm², it has been proven that it is equal to x² - 2x - 35 = 0.

In Mathematics and Geometry, the area of a rectangle can be calculated by using the following mathematical equation:

A = LB

Where:

Area of rectangle M = L × B

Area of rectangle M = (x - 3) × (3x + 4)

Area of rectangle M = 3x² - 5x - 12

Area of rectangle N = L × B

Area of rectangle N = (x + 2) × (x - 3)

Area of rectangle N = x² - x - 6

Difference = Area of rectangle M - Area of rectangle N

Difference = 3x² - 5x - 12 - (x² - x - 6)

Difference = 3x² - 5x - 12 - x² + x + 6

64 = 2x² - 4x - 6

0 = 2x² - 4x - 6 - 64

0 = 2x² - 4x - 70

By dividing all through by 2, we have:

0 = x² - 2x - 35

x² - 2x - 35 = 0 (Proven).

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Answer:

Step-by-step explanation:

complementary is 90 degrees

Answer:

Step-by-step explanation:

each row will have 5 sports items and 3 toys items, for a total of 8 gifts per row.

The greatest number of gifts that can be put per row and make each row the same is 10.

The greatest number can divide the numbers into equal parts.

It is called the greatest common factor.

To find the greatest number of gifts that can be put per row and make each row the same, we need to find the greatest common factor (GCF) of 50 and 30.

The factors of 50 are: 1, 2, 5, 10, 25, 50

The factors of 30 are: 1, 2, 3, 5, 6, 10, 15, 30

The common factors of 50 and 30 are: 1, 2, 5, 10

Therefore, the greatest number of gifts that can be put per row and make each row the same is 10.

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The volume of the cylinder is approximately 1335.7 cm³.

To find the volume of a cylinder, we can use the formula:

Volume =[tex]\pi \times r^2 \times h[/tex]

Where π is a constant approximately equal to 3.14159, r is the radius of the cylinder, and h is the height or length of the cylinder.

Given that the diameter of the cylinder is 11 cm, we can find the radius by dividing the diameter by 2:

Radius = 11 cm / 2 = 5.5 cm

The length or height of the cylinder is given as 14 cm.

Now we can plug these values into the volume formula:

Volume = [tex]\pi \times (5.5 cm)^2 \times 14 cm[/tex]

Calculating this equation, we get:

Volume ≈ 3.14159 [tex]\times[/tex] [tex](5.5 cm)^2 \times[/tex] 14 cm

≈ 3.14159 [tex]\times[/tex] 30.25 [tex]cm^2 \times[/tex] 14 cm

≈ 1335.727 [tex]cm^3[/tex]

Therefore, the volume of the cylinder is approximately 1335.7 cm³.

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The amount of money that you would have by day 30 would be $ 2, 147 ,483 ,646.

To find the total amount of money you would have by day 30, we can use the formula for the sum of a geometric progression:

Sum = a x ( 1 - r ⁿ ) / ( 1 - r )

The sum would be the amount after 30 days which is:

Sum = 2 x  (1 - 2 ³⁰ ) / ( 1 - 2 )

Sum = 2 x ( 1 - 1, 073, 741,824 ) / ( - 1 )

Sum = 2 x (- 1 ,073 ,741,823) / ( -1 )

Sum = $ 2, 147 ,483 ,646

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Answer:

Step-by-step explanation:

B

The exponential model for the given data is:

f(x) = abˣ + k = 14.85 + 18.638(0.169)ˣ

Let's choose the points (-4, 138.6) and (-3, 23.4):

[tex]f(-4) = ab^{(-4)} + k = 138.6\\f(-3) = ab^{(-3)} + k = 23.4[/tex]

Now we can subtract the second equation from the first equation to eliminate k:

[tex]f(-4) - f(-3) = ab^{(-4)} - ab^{(-3)}[/tex]

Simplifying this equation gives:

[tex]138.6 - 23.4 = a(b^{(-3)} - b^{(-4)})\\115.2 = a(b^{(-3)} - b^{(-4)})[/tex]

Next, we can divide the second equation by the first equation to eliminate a:

[tex]\dfrac{f(-3)}{f(-4)} = (ab^{(-3)} + k)/(ab^{(-4)} + k)\\\dfrac{23.4}{138.6} = b^1[/tex]

Solving for b gives:

[tex]b = (23.4/138.6)^{(1/1)}\\b = 0.169[/tex]

Now that we have found b, we can use one of the original equations to solve for a. Let's use the equation f(1) = ab¹ + k:

f(1) = ab¹ + k

-14.85 = a(0.169) + k

Solving for a gives:

a = (-14.85 - k)/(0.169)

To find k, we can substitute the value of a and b into any of the original equations. Let's use the equation f(0) = ab⁰ + k:

f(0) = ab⁰ + k

-14.4 = a(1) + k

-14.4 = a + k

Substituting the value of a into this equation gives:

-14.4 = (-14.85 - k)/(0.169) + k

-14.4 = -88.157 + 5.988k

k = 18.638

Therefore, the exponential model for the given data is:

f(x) = abˣ + k = 14.85 + 18.638(0.169)ˣ

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Activity: "Percentage Analysis in Real-Life Situations"

Objective: The objective of this activity is to help learners recognize the practical application of percentages in various social situations. It aims to develop their critical awareness of how percentages are used in real-life contexts and their significance in social, environmental, cultural, and economic relations.

Procedure:

1. Provide learners with a set of real-life scenarios, such as a discount sale, population growth, or budget allocations.

2. Ask them to identify the relevant information and calculate percentages based on the given data.

3. In small groups, learners discuss and analyze the implications of these percentages in the given social situations.

4. Encourage learners to think critically about how percentages impact decision-making, resource allocation, and understanding social phenomena.

5. Have groups present their findings and engage in a class discussion about the significance of percentages in these scenarios.

Teaching and Learning Approach:

This activity promotes an active learning approach by engaging learners in real-life problem-solving. It helps them recognize the practical relevance of percentages and fosters critical thinking skills.

By connecting mathematical concepts to social situations, learners develop a deeper understanding of how percentages are utilized in various aspects of their lives.

The teacher's role is to facilitate discussions, provide guidance, and encourage learners to articulate their understanding of the connections between mathematics and real-world contexts.

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The best equation that describes the lined graph is: C. y= -3x - 3

To determine the best description for the lined graph, we have to insert several values for x and see what that gives us as the value of y. After doing this, we will crosscheck against the values in the graph. First, at x = 0, the value of y = -3.

On the lined graph, we see that the values correspond. Also, at x = 1, the value of y becomes -6. On the lined graph, this also corresponds so, the selected equation matches the description of the lined graph.

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The ratio of the volumes between the two similar solids is 216:343.

If two solids are similar, their corresponding sides are proportional. Let's assume that the ratio of the linear dimensions between the two similar solids is k:

If the ratio of the surface areas between the two solids is 36:49, then the ratio of the areas of corresponding surfaces is also 36:49.

Since the surface area of a solid is proportional to the square of its linear dimensions, we can write:

(Linear dimensions of first solid)² : (Linear dimensions of second solid)² = 36:49

Simplifying this equation, we get:

k² : 1 = 36:49

Solving for k, we get:

k = √(36/49) = 6/7

Therefore, the ratio of the volumes between the two similar solids is:

k³ : 1³ = (6/7)³ : 1 = 216/343 : 1

Simplifying this expression, we get:

216:343

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Answer:

20 quartesrs

Step-by-step explanation:

20 quarters

Answer:

1/30

Step-by-step explanation:

All of the colours have the same probability of being spun. 5 colours.

So, P(spinning a green) = 1/5.

6-sided to a die.

So, P(rolling a 5) = 1/6

P(spinning a green AND rolling a 5) = (1/5) X (1/6) = 1/30

Please give the brainliest, really appreciated. Thank you

Answer:

1/30

Step-by-step explanation:

i got this answer because the probability of spinning green is 1/5, as there are 5 colors including green.

The probability of rolling 5 is 1/6, as there are 6 numbers including 5.

However, the questions asks for the probability of green and rolling 5, so I simply multiplied 1/6 and 1/5 and got 1/30.

I apologize if I misunderstood the question and answered it wrong.

number 4

studied this before if no correct must be a error

12/70 is the probability of getting a point in the triangle.

From the dimension given in the figure,

height of the triangle  = 6 cm

base of the triangle  = 4 cm

width of the rectangle = 7 cm

length of  the rectangle = 10 cm

From the general formula of the area of a triangle and a rectangle,

The area of the triangle = 1/2*base*height

in a given case,

Area of triangle = 1/2*4*6=12 cm²

The area of the rectangle = length * width

in the given case,

Area of the rectangle = 7*10=70 cm²

So the probability of randomly choosing a point in the triangle:

Probability =Area of triangle/area of the rectangle

probability = 12/70

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Answer:

2csc(2x)

Step-by-step explanation:

When simplifying the given expression, we can start by finding a common denominator for the fractions. The common denominator for sin x and cos x is cos x * sin x.

Rewriting the expression using the common denominator, we have:

(sin x * sin x)/(cos x * sin x) + (cos x * cos x)/(sin x * cos x)

Simplifying the fractions, we get:

sin^2(x)/(cos x * sin x) + cos^2(x)/(sin x * cos x)

Now, let's simplify each fraction individually:

sin^2(x)/(cos x * sin x) can be simplified to (sin x / cos x)

cos^2(x)/(sin x * cos x) simplifies to (cos x / sin x)

Now, combining the simplified fractions, we have:

(sin x / cos x) + (cos x / sin x)

To combine these fractions, we need a common denominator, which is cos x * sin x:

[(sin x * sin x) + (cos x * cos x)] / (cos x * sin x)

Using the Pythagorean identity sin^2(x) + cos^2(x) = 1, we can simplify the numerator:

(1) / (cos x * sin x)

Therefore, the simplified form of the expression is 1 / (cos x * sin x), or 2csc(2x)

The number that belongs on the green box is given as follows:

g = 11.08.

Suppose we have a triangle in which:

The lengths and the sine of the angles are related as follows:

[tex]\frac{\sin{A}}{a} = \frac{\sin{B}}{b} = \frac{\sin{C}}{c}[/tex]

The sum of the internal angles of a triangle is of 180º, hence the missing angle is given as follows:

120 + 37 + x = 180

157 + x = 180

x = 23º.

Then the relation to obtain the number in the green box is given as follows:

sin(23º)/5 = sin(120º)/g

g = 5 x sine of 120 degrees/sine of 23 degrees

g = 11.08.

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The graph of the function |x| + 1 < 3 is plotted and attached

The graph is an absolute value graph merged with inequality. hence the attributes of inequality which involves shading of the graph will be seen in the graph

To create a table of values for the inequality |x| + 1 < 3, we can evaluate the inequality for each value of x within that range.

For x = -2:

|(-2)| + 1 < 3

2 + 1 < 3

3 < 3

This inequality is not true for x = -2.

For x = -1:

|(-1)| + 1 < 3

1 + 1 < 3

2 < 3

This inequality is true for x = -1.

For x = 0

|(0)| + 1 < 3

0 + 1 < 3

1 < 3

This inequality is true for x = 0.

For x = 2:

|(2)| + 1 < 3

2 + 1 < 3

3 < 3

This inequality is not true for x = 2.

Therefore, the values of x  that satisfy the inequality |x| + 1 < 3 are: x = -1 and x = 0.

the graph is attached

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The angle between the vectors is given as follows:

θ = 60º.

The formula for the angle between the vectors in this problem is given as follows:

cos(θ) = uv/(|u||v|)

The vectors are given as follows:

The dot product between the vectors is given as follows:

uv = <-2,3><1,2> = -2 + 6 = 4.

The norms for each vector are given as follows:

Applying the arccosine function, the angle is given as follows:

[tex]\theta = \arccos{\left(\frac{4}{\sqrt{13} \times \sqrt{5}}\right)}[/tex]

θ = arccos(0.49613893835)

θ = 60º. (approximately).

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Answer:

Step-by-step explanation:

There are 96 cells

Answer:

Ian has 14 more pieces of brown fabric than green fabric. (In meters its 2 1/6 more)

Step-by-step explanation:

The linear equation that shows a proportional relationship is y = 1/4x.

A proportional relationship is one in which there is a constant ratio between the values of two variables.

In the given options, the linear equation that shows a proportional relationship is:

y= 1/4 (x- 5) and y = -1/4x

In this equation, the coefficient of x is 1/4, indicating that for every increase or decrease in x, y will change in proportion to that change.

Now, y= 1/4x

In a proportional relationship, the ratio of y to x remains constant. In this equation, y is directly proportional to x with a constant of proportionality of 1/4. This means that as x increases or decreases, y will also increase or decrease by a quarter of the amount.

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Answer:

D

Step-by-step explanation:

Answer: 3 quarts is equivalent to 5 pints