Please hurry it’s missing

Answer:

The equation is y = (2/3)x + (4/3).

Step-by-step explanation:

First, you have to change the equation into slope-intecept formula to find its gradient (slope) :

[tex]3x + 2y = 12[/tex]

[tex]2y = - 3x + 12[/tex]

[tex]y = - \frac{3}{2}x + 6[/tex]

Given that when a line is perpendicular to the other line, their slope value multiplied, will form -1. Next, we have to find the slope for line :

[tex]m1 \times m2 = - 1[/tex]

[tex] - \frac{3}{2} \times m2 = - 1[/tex]

[tex]m2 = - 1 \div - \frac{3}{2} [/tex]

[tex]m2 = \frac{2}{3} [/tex]

Lastly, we have to subatitute the x and y values into the equation, to find its intercept value :

[tex]y = \frac{2}{3}x + b[/tex]

[tex]let \: x = 1,y = 2[/tex]

[tex]2 = \frac{2}{3} (1) + b[/tex]

[tex]b = 2 - \frac{2}{3} [/tex]

[tex]b = \frac{4}{3} [/tex]

[tex]y = \frac{2}{3} x + \frac{4}{3} [/tex]

Answer:

You know that 5 g of sugar form 12%. Let x g be the amount of water needed. The total amount of syrup will be x+5 g. Then

5 g - 12%,

x+5 g - 100%.

mathematically you can write a proportion;

5/x+5=12/100

=>500=12(x+5)

,500=12x+60

,12x=400,

x=440/12

=110/3

36.66 grams of water is added  to make 12% sugar syrup using 5g sugar.

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

Let the amount of water is added be 'x'.

Amount of sugar = 5 g

We need to make 12% of sugar syrup.

x grams of water is added to 5 g of sugar, to 12% of sugar syrup.

5/5+x=12/100

Apply cross multiplication

5×100=12(5+x)

500=60+12x

Subtract 60 from both sides

440=12x

Divide both sides by 12

x=36.66

Hence, 36.66 grams of water is added  to make 12% sugar syrup using 5g sugar.

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Answer: She invested $5000 in an account that pays 6% interest and $10000 in an account that pays 7% interest.

Step-by-step explanation:

Let P be the initial amount she invested in an account that pays 6% interest.

Then, amount invested in other account = 2P

Simple interest = Principal x rate x time

After one year, for the first account,

Interest = P(0.06)(1)  = 0.06P

For second account,

Interest = (2P)(0.07)(1)=0.14P

Total interest = [tex]0.06P+0.14P=1000[/tex]

[tex]\Rightarrow\ 0.20P=1000\\\\\Rightarrow\ P=\dfrac{1000}{0.20}\\\\\Rightarrow\ P=5000[/tex]

2P = 2(5000)=10000

Hence, She invested $5000 in an account that pays 6% interest and $10000 in an account that pays 7% interest.

At the interest rate of 6%, amount invested is; $5000

At interest rate of 7%, amount invested is; $10000

Let P be the initial amount that Ms. Hagan invested in the 6% interest account that

Since she invested twice as much in the 7% interest account as in the 6% interest account, then;

Initial amount invested in the 7% interest account = 2P

Formula for Simple interest is;

I = Principal × rate × time

Interest after 1 year for the 6% interest account is,

I_1 = P × 0.06 × 1

I_1 = 0.06P

Interest after 1 year for the 7% interest account is,

I_2 = 2P × 0.07 × 1

I_2 = 0.14P

Total investment pays her $1000 after a year. Thus;

0.06P + 0.14P = 1000

0.2P = 1000

P = 1000/0.2

P = $5000

Then amount initially invested in the 7% interest account = 2P = $10000

Read more about simple interest at; https://brainly.com/question/1873210 at;

Step-by-step explanation:

[tex] \underline{ \underline{ \text{Given}}} : [/tex]

[tex] \underline{ \underline{ \text{To \: find}}} : [/tex]

[tex] \underline{ \underline{ \text{Solution}}} : [/tex]

~ Plug the value of x and then multiply !

⇾ [tex] \tt{6x = 6 \times 6 \times = \boxed{36}}[/tex]

[tex] \red{ \boxed{ \boxed{ \text{Our \: final \: answer : \boxed{ \tt{36}}}}}}[/tex]

Hope I helped ! ♡

Have a wonderful day / night ! ツ

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First, let's write what we know.

We can represent the number of students in the play from each class as L, G, and C. We know that L = 7, and if Gardener has 4 more students than Cho, then G = C + 4.

Then, taking the third line, we can write an inequality:

C < L < G

C < 7 < C + 4

C - 4 < 3 < C

3 < C < 7

If C is greater than 3 and less than 7 and is an integer, than means C is 4, 5, or 6.

Then, we need to find how many students are in the play.

C + L + G

C + 7 + C + 4

2C + 11

So we have our expression for the number of students in the play. Then, we need to find the total number of students. We know that 2C + 11 will be 30% of the total, so if T is the total, we can find T.

0.3T = 2C + 11

(Divide by 3/10 or multiply by 10/3 on both sides)

T = 20/3 C + 110/3

We know from before that C is 4, 5 or 6. We can plug these into our equation here to find which one produces a whole number.

T = 20/3 * 4 + 110/3

T = 190/3

T = 20/3 * 5 + 110/3

T = 210/3

T = 70

T = 20/3 * 6 + 110/3

T = 230/3

We can see here that only when C is 5 will the total be a whole number. That means Mrs. Cho has 5 students in the play. If Mrs. Gardner has 4 more than that, she has 9 students in the play in her class.  We now need to figure out the number of student in her class.

The total students are Cho's, Logan's, and Gardner's classes added together. We know that Logan's class is 23 students, so if we subtract that from the total, we can see that Cho's and Gardner's class have 47 students. If Mrs. Cho has 24 students in her class, we can subtract that from the 47, so we know that Mrs. Gardner has 23 students in her class.

Answer:

two numbers are 37 and 20

Step-by-step explanation:

x+y=57

let x be the smaller number

y=x+17

x + x+17=57

2x=57-17

2x=40

x=20

y=x +17

y=20+17

y=37

Answer:

1 equals two of 1/2 which means you get the equation 1/3 x 2 for the answer

Answer:

x [tex]\geq[/tex] 5

Step-by-step explanation:

step 1: subtract 6 from both sides

step 2: divide both sides by 7

answer: x [tex]\geq[/tex] 5

interval notation: [5,∞)

Answer:

8,000 m^3

Step-by-step explanation:

The computation of the volume of the modified cube in cubic meters is shown below:

Given that

Volume = 64 m^3

So each side would be

= ∛64

= 4

Now each side is scaled by 5 so each side would be

= 4 × 5m

= 20m

Now the volume of the modified cube is

= 20^3

= 8,000 m^3

Answer:

8,000

Step-by-step explanation:

When the sides of the cube are scaled by a factor of k, the volume increases by a factor of k3. Here, the new volume is 64 cubic meters × 53 = 8,000 cubic meters.

Answer:

El lado del cuadrado es de 20 my el área del cuadrado es de 400 metros cuadrados. Paso a paso ... El perímetro de un cuadrado es 80 m. ¿Cuál es la longitud de cada lado del cuadrado ... Para celosía & lt; L, * & gt; si a, b, ce L thena + (a e b) = a se llama.

Step-by-step explanation:

Answer:

26 ounces per can

Step-by-step explanation:

28 is the unit rate of 56 ounces for every 2 cans

A division is a process of splitting a specific amount into equal parts.

A unit rate means a rate for one of something.

We need to find the unit rate  of 56 ounces for every 2 cans

To do this we need to divide Fifty six ounces with two.

56/2

Fifty six divided by two.

We get Twenty eight.

Hence 28 is the unit rate of 56 ounces for every 2 cans

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Answer:

x=0 the value of y is 1/1 so this line cuts the y axis at y=1.00000. y=0 the value of x is 1/5 our line therefore cuts the axis at x=0.20000

Answer:

[tex](-2-2\sqrt{2},3+2\sqrt{2})\,,\,(-2+2\sqrt{2},3-2\sqrt{2})[/tex]

Step-by-step explanation:

Given:

[tex](x+2)^2+(y-3)^2=16\\x+y-1=0[/tex]

To find: value of [tex]x,y[/tex]

Solution:

[tex](x+2)^2+(y-3)^2=16\,\,\,...(i)\\x+y-1=0\,\,\,(ii)[/tex]

From (ii),

[tex]x=1-y[/tex]

Put this value of [tex]x[/tex] in (i)

[tex](1-y+2)^2+(y-3)^2=16\\(3-y)^2+(y-3)^2=16\\(y-3)^2+(y-3)^2=16\\2(y-3)^2=16\\(y-3)^2=8[/tex]

[tex]y-3=[/tex] ± [tex]\sqrt{8}[/tex] = ± [tex]2\sqrt{2}[/tex]

[tex]y=3[/tex] ± [tex]2\sqrt{2}[/tex]

At [tex]y=3[/tex] + [tex]2\sqrt{2}[/tex] ,

[tex]x=1-(3+2\sqrt{2})=1-3-2\sqrt{2}=-2-2\sqrt{2}[/tex]

At [tex]y=3-2\sqrt{2}[/tex] ,

[tex]x=1-(3-2\sqrt{2})=1-3+2\sqrt{2}=-2+2\sqrt{2}[/tex]

Solutions are [tex](-2-2\sqrt{2},3+2\sqrt{2})\,,\,(-2+2\sqrt{2},3-2\sqrt{2})[/tex]

Answer:

4 1/3(b-21) im pretty sure

Answer: 12≠6

False

Step-by-step explanation:

I think it is A)2 because 3^2 = 9 and 9×4 = 36

Answer:

1/how ever many students are going to Paris

Step-by-step explanation:

Answer:

a) x ≤ -8

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Step-by-step explanation:

Step 1: Define

-3 + x ≤ -11

Step 2: Solve for x

Here we see that any value x smaller than or equal to -8 would work as a solution to the inequality.

Answer:

B

Step-by-step explanation:

Because the the contract will be in verbal form. no matter if it is videotaped or recorded or both a "videoed verbal contract" not just written. so like paper thst is notarized or not this is still the same bc the the same rules apply the contract is still valid. the rest of the options are more like what they call gentlemens agreements which would be the handshake type of thing. and no matter what any agreement someone has to witness the transaction or contract. so definitely the answer is B

Answer:

Option C is the correct answer.

Comment for explaination

Answer:

y=-3x-13

Step-by-step explanation:

Answer:

1 .  

Step-by-step explanation:        

Answer:

The answer is 6

Step-by-step explanation:

[tex]\lim_{x \to 4} \frac{x^3 - 64}{x^2 - 16} \\\\= \lim_{x \to 4} \frac{x^3 - 64}{(x + 4)(x - 4)} \\\\=\lim_{x \to 4} \frac{(x^2 + 4x + 16)(x - 4)}{(x + 4)(x - 4)} \\\\= \lim_{x \to 4} \frac{(x^2 + 4x + 16)}{(x + 4)} \\\\= (16 + 16 + 16) / 8\\= 48 / 8\\= 6[/tex]

Answer:

Your answer would be B. 3.2m and -m/5

Step-by-step explanation:

I did the test on edge and I got it right

Answer:

The person above is correct!

Step-by-step explanation:

Answer:

60 divided by 8

Step-by-step explanation:

60 divided by 8

Answer:

Perpendicular

Answer:

a. Negation of ∃x ∀y(P(x,y) → Q(x,y)) = ∀x  ∃y P(x,y)  ∧ ¬Q(x,y) ]

b. Negation of ∃x ∀y(P(x,y) → P(y,x)) = ∀x ∃y  [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [P(x,y) ∨ P(y,x)]

c. Negation of ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) = ∀x ∀y ¬ [P(x,y)]  ∨ ∃x ∃y ¬ [Q(x,y)]

Step-by-step explanation:

a.∃x ∀y(P(x,y) → Q(x,y))

Negation = ¬ [ ∃x ∀y(P(x,y) → Q(x,y)) ]

                = ∀x  ¬ [ ∀y(P(x,y) → Q(x,y)) ]

                = ∀x  ∃y ¬ [ (P(x,y) → Q(x,y)) ]

                = ∀x  ∃y ¬ [  ¬P(x,y)  ∨ Q(x,y) ]

                = ∀x  ∃y P(x,y)  ∧ ¬Q(x,y) ]

Negation of ∃x ∀y(P(x,y) → Q(x,y)) = ∀x  ∃y P(x,y)  ∧ ¬Q(x,y) ]

b. ∃x ∀y(P(x,y) → P(y,x))

Negation = ¬ [ ∃x ∀y(P(x,y) → P(y,x)) ]

               = ∀x ¬ [ ∀y(P(x,y) → P(y,x)) ]

               = ∀x ∃y ¬ [ (P(x,y) → P(y,x)) ]

               = ∀x ∃y ¬ [ ( P(x,y) ∧ P(y,x) ) ∨ ( ¬P(x,y) ∧ ¬P(y,x) )]

               = ∀x ∃y ¬ [ P(x,y) ∧ P(y,x) ] ∧ ¬[ ¬P(x,y) ∧ ¬P(y,x) ]

               = ∀x ∃y  [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [ P(x,y) ∨ P(y,x) ]

∴ we get

Negation of ∃x ∀y(P(x,y) → P(y,x)) = ∀x ∃y  [ ¬P(x,y) ∨ ¬P(y,x) ] ∧ [P(x,y) ∨ P(y,x)]

c. ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y)

Negation = ¬ [ ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) ]

                = ¬ [ ∃x ∃y P(x,y) ]  ∨ ¬ [ ∀x ∀y Q(x,y) ]

                = ∀x¬ [  ∃y P(x,y) ]  ∨ ∃x ¬ [ ∀y Q(x,y) ]

                = ∀x ∀y ¬ [ P(x,y) ]  ∨ ∃x ∃y ¬ [ Q(x,y) ]

∴ we get

Negation of ∃x ∃y P(x,y) ∧ ∀x ∀y Q(x,y) = ∀x ∀y ¬ [ P(x,y) ]  ∨ ∃x ∃y ¬ [ Q(x,y) ]

Answer:

y = (x – 6) / -3 = [2 – x/3]

Step-by-step explanation:

y = f(x) = -3x + 6

f⁻¹(x) → x = -3y + 6 → (x – 6) / -3 → x / -3 + -6/-3 → -x / 3 + 2 → 2 – x/3

Answer:

y = -2x + 6

Step-by-step explanation:

This has sort of the same concept as your earlier question

Use the equation y = mx + b

To find the slope, take the second y value and subtract the first y value. Then take the second x value and subtract the first x value. Divide the answers. You'd get -2 in this case. -2 would be your slope (m).

The substitute any set of x and y values (either (1, 4) or (-2, 10)) and the slope into y = mx + b. You'd get 6 as your y-intercept (b).