what is 14b +6b - 12 simplified?

Answer:

A. Stone bridges to steel bridges=

12 : 20

6 : 10

3 : 5

answer = 3 : 5

B. Steel bridges to Stone bridges

20 : 12

10 : 6

5 : 3

answer = 5 : 3

Total bridges = 20+12=32

C. Total bridges to steel bridges

32 : 20

16 : 10

8 : 5

answer = 8 : 5

Answer:

A (Stone to Steel bridges)= 3:5

B (Steel to Stone bridges)= 5:3

C (Total bridges to steel bridges)= 8:5

Step-by-step explanation:

A: Stone to steel bridges is

12:20

You can simplify that by dividing by 4 on both numbers:

3:5

So the ratio of stone to steel bridges is 3:5

B: Steel to stone bridges is

20:12

You can simplify that by dividing by 4 on both numbers:

5:3

So the ratio of stone to steel bridges is 5:3

C: Total bridges to steel bridges is

What is the total number of bridges?

20+12=32

32:20

You can simplify that by dividing 4 on both numbers:

8:5

So the ratio of the total number of bridges to steel bridges is 8:5

Hope this helps!

Answer:

root 49= 7^2

root 100= 10^2

root 144= 12^2

root 324= 18^2

root 441= 21^2

Step-by-step explanation:

Answer:

49, 49 , 98

Step-by-step explanation:

AC = AB + BC = 2AB

AB= BC = x + 6 = 43 + 6 = 49

AC = 2AB = 2* 49 = 98

Answer:

a,c,d

Step-by-step explanation:

yea

The set of a number is the list of possible values the number can take. The set of -4 are:

The number is given as -4

Analyze each option as follows

A. Natural numbers are whole numbers greater than 0.  

-4 is less than 0; this means -4 is not a natural number

B. Real numbers is the totality of all numbers.

This means that -4 is a real number

C. Whole numbers are non-negative numbers without decimal point.

-4 is negative; this means -4 is not a whole number

D. Rational numbers are numbers that can be expressed as a fraction

-4 can be expressed as a fraction. e.g. [tex]-\frac{8}{2} = -4[/tex]

This means that -4 is a rational number

E. If a number is rational, then the number cannot be irrational. This means that -4 is not irrational.

F. Integers are numbers without decimal point.

-4 has no decimal point. This means that -4 is an integer.

Hence, the following options are true.

B. real numbers  D. rational numbers  and F. integers

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Answer:

[tex]Expression = x + 150 +(- 26)[/tex]

$124 higher

Step-by-step explanation:

Given

[tex]Deposit = \$150[/tex]

[tex]Withdrawal = \$26[/tex]

Required

Represent the situation

Determine how much higher or lower is the remaining amount

Let the initial amount in his account be represented with x

When he deposited, the balance becomes

[tex]Balance = x + 150[/tex]

When he withdrew, the balance becomes

[tex]Balance = x + 150 + (-26)[/tex]

Hence, the algebraic expression is

[tex]Expression = x + 150 +(- 26)[/tex]

Calculating how much higher or lower

[tex]Balance = x + 150 + (-26)[/tex]

Open bracket

[tex]Balance = x + 150 -26[/tex]

[tex]Balance = x + 124[/tex]

Recall that the initial amount in the account is x

The difference between the balance and the x is as follows

[tex]Difference = x + 124 - x[/tex]

[tex]Difference = \$124[/tex]

Hence, the account has a higher of $124 after both transactions

Answer:

The are two types of terms.

One is Express terms: these are laid down by the parties themselves.

The second is Implied terms: these are read into the contract by the court on the basis of the nature of the agreement and the parties' apparent intentions, or on the basis of law on certain types of contract.

Hope this helps!

Answer:

k = - 1

Step-by-step explanation:

13 = -4k + 9

-4k + 9 = 13

subtract 9 from both sides

-4k + 9 - 9 = 13 - 9

simplify

-4k = 4

k = 4 / -4

k = - 1

Answer:

a(first term)=4

d(common difference)=6

sum of first 6 terms=114

The sum of the first 6 terms is given by 114

An Arithmetic progression (AP) is a special type of progression in which the difference between two consecutive terms is always a constant. The terms of an arithmetic progression series is a a+d, a + 2d, a + 3d, a + 4d, a + 5d,…

Given here The 3rd and the 6th terms of an Arithmetic Progression (A.P) are 16 and 34 respectively. Here on increase in 3 terms the value changes by  34-16=18 Thus if we move by +1 term the common difference must be 18/3=6 and thus the common difference is equal to 3.

∴ The Arithmetic progression is given by:

4,10,16,22,28,34 . . . .

∴ The sum of the first 6 terms is 4+10+16+22+28+34=114

Hence, The sum of the first 6 terms is given by 114

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Answer:  4 hours

Step-by-step explanation:

distance (d) = [rate (r) - current (c)] × time (t)

Given: d = 40, r = 15, c = 5

40 = (15 - 5)t

40 = 10t

4 = t

Answer:

32

Step-by-step explanation:

hope you have an amazing day, friend!

Answer:

[tex]\Huge \boxed{32}[/tex]

[tex]\rule[225]{225}{2}[/tex]

Step-by-step explanation:

[tex]8[20-( [9-5)]^2][/tex]

Evaluating according to PEMDAS:

[tex]\Rightarrow \ \ 8[20-( 4)^2][/tex]

[tex]\Rightarrow \ \ 8[20-16][/tex]

[tex]\Rightarrow \ \ 8[4][/tex]

[tex]\Rightarrow \ \ 32[/tex]

[tex]\rule[225]{225}{2}[/tex]

Answer:

Step-by-step explanation:

[tex] {7}^{2} \times {7}^{0} \div 7[/tex]

Follow PEDMAS order of operations

[tex] {7}^{2} = 49 \\ {7}^{0} = 1 \\ = 49 \times 1 \div 7 \\ = 49 \div 7 \\ = 7[/tex]

If you have any more questions, please let me know.

Answer:

the sum of two irrational numbers

Step-by-step explanation:

Answer:

11) -11

12) -12

13) 7

14) -60

15) -56

16) -378

17) -126

18) -4

19) -3

20) -12

Answer:

see below

Step-by-step explanation:

1.  75

2.  -14

3.  91

4.  67

5.  24

6.  112

7.  91

8.  44

9.  15

10.  -11

11.  -11

12.  -12

13.  7

14.  -60

15.  -56

16.  -378

17.  -126

18.  -4

19.  -3

20.  -12

Hope you find this Helpful

Answer:

Step-by-step explanation: let me drive the bus

Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf{112 \: {inches} \: ^{2} }}}}}[/tex]

Step-by-step explanation:

Given,

Height of a parallelogram ( h ) = 8 inches

Base of a parallelogram ( b ) = 14 inches

Area of a parallelogram ( A ) = ?

Finding the area of a parallelogram

[tex] \boxed{ \sf{area \: of \: parallelogram \: = \: base \: \times \: height}}[/tex]

⇒[tex] \sf{area \: of \: parallelogram \: = \: 14 \: \times 8}[/tex]

⇒[tex] \sf{area \: of \: parallelogram = 112 \: {inches}^{2} }[/tex]

Hope I helped!

Best regards! :D

Answer:

[tex]\overline{a} = \frac{v - v_0}{t} = \frac{\Delta v}{\Delta t}[/tex]

Step-by-step explanation:

Answer:

  a = Δv/Δt

Step-by-step explanation:

The definition of acceleration is helpful: the rate of change of velocity.

The average acceleration is the change in velocity over some time period, divided by the length of the time period.

Answer:

2.33 × 10^6

Step-by-step explanation:

I just used a calculator, to be honest. It was super simple.

2.33 * 10^6

2.33 * (10*10*10*10*10*10)

which then equals 2,330,000

Answer:

the third one

Step-by-step explanation:

B = p ∩ q

B is the common part of p and q

The p v q represents region B.

Option A is the correct answer.

A Venn diagram is an overlapping circle to describe the logical relationships between two or more sets of items.

We have,

From the Venn diagram,

We see that,

Region B is the intersection between regions p and q.

Now,

The intersection s denoted by V.

So,

B = p V q

Thus,

The p v q represents region B.

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Answer:

$1.49

Just divide 7.45 by 5 and you'll get your answer

Answer:

8 + 10

Step-by-step explanation:

Step 1: Define sum

The sum of any 2 numbers means "add" or "combine" the 2 numbers together.

Step 2: Write out expression

"Sum" = add or +

8 + 10

Answer:

1/2 cup of dressing

Step-by-step explanation:

To find the total amount of dressing, we just need to add up the amounts of olive oil and balsamic vinegar.

1/3 + 1/6 = 2/6 + 1/6 = 3/6 = 1/2 cup

Answer:

1/2 cup

Step-by-step explanation:

Simplify the following:

1/3 + 1/6

Hint: | Put the fractions in 1/3 + 1/6 over a common denominator.

Put 1/3 + 1/6 over the common denominator 6. 1/3 + 1/6 = 2/6 + 1/6:

2/6 + 1/6

Hint: | Add the fractions over a common denominator to a single fraction.

2/6 + 1/6 = (2 + 1)/6:

(2 + 1)/6

Hint: | Evaluate 2 + 1.

2 + 1 = 3:

3/6

Hint: | Reduce 3/6 to lowest terms. Start by finding the GCD of 3 and 6.

The gcd of 3 and 6 is 3, so 3/6 = (3×1)/(3×2) = 3/3×1/2 = 1/2:

Answer: 1/2

Answer:

The Answer B.

Answer:

(0,13/3)

Step-by-step explanation:

The slope intercept form of a line is

y = mx+b

We know the slope is 2/3 and a point on the line is (-5,1)

y = 2/3x +b

Substitute the point into the equation

1 = 2/3 (-5) +b

1 = -10/3 +b

3/3 = -10/3 +b

Add 10/3 to each side

10/3 = b

The equation is

y = 2/3 x+13/3

The y intercept is

(0,13/3)

Answer:

[tex](0,13/3)[/tex]

Step-by-step explanation:

Since we know the slope and a point, we can use the point-slope form.

Recall that the point-slope form is:

[tex]y-y_1=m(x-x_1)[/tex]

Let m be 2/3 and let (-5,1) be x₁ and y₁. Therefore:

[tex]y-(1)=\frac{2}{3}(x-(-5))[/tex]

Simplify:

[tex]y-(1)=\frac{2}{3}(x+5)[/tex]

Distribute:

[tex]y-1=\frac{2}{3} x+\frac{10}{3}[/tex]

Add 1 to both sides. The left cancels. 1 is the same as 3/3:

[tex]y=\frac{2}{3} x+\frac{10}{3}+\frac{3}{3}\\[/tex]

Simplify:

[tex]y=\frac{2}{3}x+\frac{13}{3}[/tex]

This is in slope-intercept form. The coefficient is the slope and the y-intercept is the constant. Thus, the y-intercept is 13/3.

Answer:

Mariana has better performance.

Step-by-step explanation:

We are given that in a training session, Mariana made 12 of the 15 shots on goal that she kicked and Carla had an effectiveness of 75%.

And we have to find which girl's performance is better.

Since it is stated that Carla had an effectiveness of 75%.

Similarly, we will find the effectiveness of Mariana;

Total shots available to Mariana = 15 shots

Number of shots on goal = 12

So, her effectiveness =  [tex]\frac{12}{15} \times 100[/tex]

                                    =  [tex]4 \times 20[/tex] = 80%

This shows that Mariana has a better performance as compared to Carla as 80% > 75%.

Answer:

Solution : Option A and Option C

Step-by-step explanation:

To determine our vertical asymptote here we can make the denominator of the rational function equivalent to zero ...

x - 9 = 0,

x = 9 - this is our vertical asymptote

Now there are three rules that we need to apply when determining the horizontal asymptote. To do so we take the degree of each " x " term and compare the numerator and denominator degree.

If the numerator (degree) < denominator (degree), we take the degree of the numerator as the asymptote --- (1). If the numerator (degree) = denominator (degree) we take the coefficient of the x terms, and divide --- (2). If the numerator (degree) > denominator (degree) their will be no asymptote.

In this case our degree for the numerator is 1, (x¹) and our degree for the denominator is the same, 1 (x¹). Therefore we divide the coefficients, 2 / 1 = 2. Our horizontal asymptote is y = 2.

Answer:

Step-by-step explanation:

Amount of money earned by John for each shift he works at the bookstore is represented by the function,

f(h) = 10h

Where f(h) = Amount of money earned in dollars

h = number of hours worked by John

1). For h = 1 hour

   f(1) = 10 × 1

        = $10

2). For h = 2.5 hours

   f(4.5) = 10 × 4.5

            = $45

3). For h = 10 hours

   f(10) = 10 × 10

           = $100

Answer:

20 roses at $23 is the better buy

Step-by-step explanation:

Here, we have Alonzo who wants to purchase Roses. He has two buying options.

Either he buys 12 roses at $15 or buys 20 roses at $23. We want to know which of the two options is better for him.

what we shall do here is to get the unit price per each of the roses in each set. The set having the lower rose to dollar value is the better buy.

Firstly, 12 roses for $15.

Price per rose here is 15/12 = $1.25 per rose

For 20 roses at $23

Price per rose here is 23/20 = $1.15 per rose

Since 1.15 is less than 1.25, then the second option is the better buy.

Answer:

When an equation that has no solution, it means that the equation does not have an answer and that there is no way that the equation will be true regardless of the values given to variables or where the variables are on one side or both sides of the equation because of the way the equation was set up or constructed.

Step-by-step explanation:

For example, the following equation with variables on both sides of the equal sign that has no solution, we have;

21 + 9·x = 15+ 5·x + 4·x

21 + 9·x = 15+ 9·x

Subtracting 9·x from both sides gives;

21 + 9·x - 9·x  = 15+ 9·x - 9·x

21 + 0 = 1 5 + 0

21 = 15 (Which not true and cannot be true because 21 ≠ 15)

For example of equation with variables on one side of the equal sign has no solution, we have;

21 + 9·x - 5·x - 4·x = 15

21 + 9·x - 9·x  = 15

21 + 0  = 15

21 = 15 (Which not true and cannot be true because 21 ≠ 15).

Answer:

they don't always have solutions

Answer:

1/4

Step-by-step explanation:

You have to look at the total number of items there are in the problem, since there are 4 cubes in total and there is only 1 dark cube and three white, there will be a quarter of the chance to pull it out, compared to 3/4 of a chance to pull a white one out.

Answer: -14

Step-by-step explanation: 3-17= -14

17+(-14)=3