Answer:
n = 25.
Step-by-step explanation:
-1/5n + 7 = 2
-1/5n = -5
1/5n = 5
5(1/5)n = 5 * 5
n = 25
Check your work!
(-1/5) * 25 + 7 = 2
-25/5 + 7 = 2
-5 + 7 = 2
2 = 2
Hope this helps!
Answer:
n=25
Step-by-step explanation:
To find the value of n that makes the equation true, we must solve for n.
To solve for n, we must get n by itself on one side of the equation.
-1/5n+7=2
7 is being added to -1/5n. The inverse of addition is subtraction. Subtract 7 from both sides.
-1/5n+7-7= 2-7
-1/5n= 2-7
-1/5n= -5
n is being multiplied by -1/5. The inverse of multiplication is division. Divide both sides by -1/5, or multiply both sides by the reciprocal of the fraction.
-1/5n /-1/5 = -5/ -1/5
To find the reciprocal, flip the top number/numerator and bottom number/denominator.
-1/5--flip--> -5/1
-1/5n * -5/1= -5* -5/1
n= -5*-5
n= 25
Let's check our solution. Plug 25 in for n.
-1/5n+7=2
-1/5 (25) +7=2
-5 +7 =2
2=2
Help is much appreciated. It is easy but, for me I am just confused.
can anyone help me to answer this question
Answer:
0 or 6
Step-by-step explanation:
2aa = 12a
2a² = 12a
Subtract 12a from both sides.
2a² - 12a = 0
Factor left side of equation.
2a(a - 6)=0
Set factors equal to 0.
2a = 0
a =
a - 6 = 0
a = 6
The solution of the following System of linear equation 2x-3y=-11 is x+3y=8 a) (1,3) b) (-1,3) c) (1,-3) d) (-1,-3)
Answer:
(-1,3)
Step-by-step explanation:
Because bruh
What is the measure of ∠x angles are not necessarily drawn to scale.
Answer:
58 degrees
Step-by-step explanation:
The other two angles are 56 and 66 degrees and you know that all the angles add up to 180 degrees.
So just subtract:
180-56-66= 58 degrees
it works because the lines are parallel in the picture.
The zeroes of the function are . of the zeroes have a multiplicity of 2.
Answer:
The three roots have a multiplicity of 2
Step-by-step explanation:
The zeros of the function refers to those points on the x-axis on which the curve passes through
These are the points -2,0 and 4
Now we want to determine which of these points has a multiplicity of 2?
The correct answer is that all have a multiplicity of 2 since 2 can be factored out
2(-1) , 2(0) and 2(2)
Answer:
the answer is A. none
47:PLEASE HELP Find the y-intercept of -x +2y=20
Answer:
(0,10)
Step-by-step explanation:
-x + 2y = 20
2y = x +20
y = 1/2x + 10
This is slope-intercept form. The y-intercept is 10.
(0,10)
Answer:
(0, 10)
Step-by-step explanation:
Can be simplified to
2y = x+20 by adding x to both sides
then divide by 2 to get to slope intercept form: y = ax+b
b is the y-intercept
y = 1/2x + 10
so the answer is 10
1 Negative numbers do not need the
negative sign (-) in front of them.
O True
O False
Answer:
The answer is False
Step-by-step explanation:
Answer:
FALSE ALL NEGATIVE NUMBERS NEED A NEGATIVE SIGHT(-)
Step-by-step explanation:
-1,-2,-3, PLEASE MARK BRAINLEST
y=-x^2-2x-5 whats the vertex of this parabola
Answer:
The vertex is (-1, -4)
Step-by-step explanation:
Let's find the vertex by completing the square of y= -x^2 - 2x - 5.
Isolate the first two terms inside parentheses: y= -(x^2 + 2x) - 5
Now complete the square of the expression inside these parentheses:
y = -(x^2 + 2x + 1 - 1) - 5
and rewrite this as
y = -(x + 1)^2 + 1 - 5, or
y = -(x + 1)^2 - 4
(x + 1) tells us that the x-coordinate of the vertex, h, is -1, and the -4 term tells us that the y-coordinate, k, is -4.
The vertex is (-1, -4)
Sarah cannot completely remember her four-digit ATM pin number. She does remember the first two digits, and she knows that each of the last two digits is greater than 5. The ATM will allow her three tries before it blocks further access. If she randomly guesses the last two digits, what is the probability she will get access to her account
Answer:
3/16 or 0.1875
Step-by-step explanation:
Since she remembers the first two digits, she only has to guess the last two digits. If both digits are greater than 5, there are 4 possible alternatives for each digit (6, 7, 8 or 9).
In three tries, the probability that she will get it right is:
[tex]P=\frac{3}{4*4}\\P=\frac{3}{16}=0.1875[/tex]
The probability she will get access to her account is 3/16 or 0.1875.
Latisha worked for six hours and 45 minutes how should she write that on her time card
Answer:
Hey there!
6 hrs 45 mins = 405 mins, or 6.75 hours.
Hope this helps :)
Mariah is completing a language arts review sheet she estimates that it takes her one minute to complete each multiple-choice question and six minutes to complete each essay question this equation represents the total time it takes her to complete X multiple choice question and y essay question X plus 6Y equals 36 select the correct answer from each drop down menu
Answer:
The answer is below
Step-by-step explanation:
Given the time taken to answer each multiple choice question as one minute, the time taken to x multiple choice question = 1 minute/question × x questions = x minutes
Given the time taken to answer each essay question as six minute, the time taken to y essay question = 6 minute/question × y questions = 6y minutes
Therefore the total time taken to complete X multiple choice question and y essay questions = the time taken to x multiple choice question + the time taken to y essay question = x + 6y
Answer:
directly off of edmentum
A roof has a cross section that is a right triangle. The diagram shows the approximate dimensions of this cross section. Find the height h of the roof. Round your answer to the nearest tenth.
Answer:
The height of the roof is 25 ft.
Step-by-step explanation:
Consider the right angled triangle BCD.
Determine the measure of side BD using the Pythagoras theorem
[tex]BD^{2}=BC^{2}+CD^{2}\\\\BD=\sqrt{BC^{2}+CD^{2}}\\\\=\sqrt{10^{2}+5^{2}}\\\\=\sqrt{125}[/tex]
Compute the measure of angle x as follows:
[tex]tan\ x=\frac{BC}{CD}\\\\tan\ x=\frac{10}{5}\\\\tan\ x=2\\\\x=tan^{-1}2\\\\x=63.4[/tex]
Now consider the triangle ABD.
The hypotenuse AD is the height of the roof.
Determine the measure of side AD as follows:
[tex]cos\ x=\frac{BD}{AD}\\\\cos\ 63.4=\frac{\sqrt{125}}{AD}\\\\0.4478=\frac{\sqrt{125}}{AD}\\\\AD=\frac{\sqrt{125}}{0.4478}\\\\AD=24.967\\\\AD\approx 25[/tex]
Thus, the height of the roof is 25 ft.
Answer:
25ft :)
Step-by-step explanation:
Solve the system of equations using substitution.
X = 2
4 = 2y - 6x
Answer:
-2y=-6(2)-4
-2y=-12-4
-2y/-2=-16/-2
y=8
A rectangular box has a square base with an edge length of x cm and a height of h cm. The volume of the box is given by V = x2h cm3. Find the rate at which the volume of the box is changing when the edge length of the base is 4 cm, the edge length of the base is increasing at a rate of 2 cm/min, the height of the box is 15 cm, and the height is decreasing at a rate of 3 cm/min.
Answer:
192 cm^3/min
Step-by-step explanation:
Differentiating the volume expression, we get ...
dV/dt = 2xh(dx/dt) +x^2(dh/dt)
We are given that ...
x = 4 cm, dx/dt = 2 cm/min, h = 15 cm, dh/dt = -3 cm/min
Putting these values into the formula for volume rate of change, we get ...
dV/dt = 2(4 cm)(15 cm)(2 cm/min) +(4 cm)^2(-3 cm/min)
= 240 cm^3/min -48 cm^3/min
dV/dt = 192 cm^3/min
how can knowledge of circles apply to daily life??
Answer:
sdgsdgsdgsdgsdgsd
Step-by-step explanation:
gsdgsdgsdgsdgsd
what is an inequality that represents this sentence?
if seven times a number is decreased by three, the result is less than thirty.
Answer:
7x-3<30
Step-by-step explanation:
7 times a number = 7x
is decreased by 3 = -3
the result is less than 30 = <30
Answer:
7x - 3 < 30
Step-by-step explanation:
We can put "seven times a number" as 7x since a number is unknown -->
now decreased is subraction so we have 7x - 3 -->
the result is less than thirty is that the difference must be less then 30.
so, 7x - 3 < 30.
Hope this helps!
Gracie has 1/2 of a cantaloupe that she wants to divide. How many 1/6s of a cantaloupe are there in 1/2 of a cantaloupe
Answer:
There are 6 1/6 slices in half a cantaloupe
Answer:
3
Step-by-step explanation:
(1/2)/(1/6)= 1/2*6/1=3 it has 3 (1/6)s
expand the following 8 (3x-y)
Answer:
24x-8y
Step-by-step explanation:
8(3x-y) - distributive property
24x-8y
Answer:
24x - 8y.
Step-by-step explanation:
8(3x - y) = 8 * 3x - 8 * y = 24x - 8y
Hope this helps!
Identify the parts relating to CircleA. What is Line F G? Secant What is Line segment D B? Tangent What is Line segment D H? Secant What is AC? Radius
Answer:
Line FG secant
Line segment DH secant
Line segment DB tangent
Line segment AC radius
Step-by-step explanation:
A Secant is a line that passes through the two points on a circle.It cuts the circle on two points.
Line FG is a secant as it passes through two pints.
Line segment DH is also a secant as it passes through two points.
A tangent is a line that passes through only one point on a circle. It is outside the circle. It is perpendicular to the radius at the point where it touches the circle.
Line segment DB is a tangent as it passes through only one point.
Radius is the line segment joining the center of the circle and any point on the circumference of the circle. It is half of the diameter.
Line segment AC is a radius as it joins the center of the circle with the circumference.
Answer:
1) FG -- Secant
2) DB -- Tangent
3) DH -- Secant
4) AC -- Radius
Step-by-step explanation:
Most of the seniors at Roosevelt High School took a math class this year. The graph shows the breakdown: Find the number of degrees for each math class. State the class and the degrees. Show your work.
Answer:
Step-by-step explanation:
Since, sum of central angles of a circle = 360°
Therefore, sum of all central angles formed by each math class = 360°
And measure of angles formed by each class will be in the same proportion as the percentage of seniors in each class.
Geometry → 27% of 360° = 97.2°
Precalculus → 4% of 360° = 14.4°
Advanced algebra → 33% of 360° = 118.8°
Consumer math → 36% of 360° = 129.6°
Answer:
There are 360 degrees in a circle so I need to do the percentage of 360
Geometry: 27% of 360 = 97.2 °
Consumer Math: 36% of 360 = 129.6 °
Advanced Algebra: 33% of 360 = 118.8 °
Precalculus: 4% of 360 = 14.4 °
Classify the number -61.
1. Integer, rational, real
2. Rational, real
3. Whole, integer, rational, real
4. Natural, whole, integer, rational, real
Answer:
1. Integer, rational, and real
Step-by-step explanation:
Remember:
(This is how my teacher taught it; yours may have done it differently)
Real numbers are numbers that can be plotted on a number line.
Rational numbers can be represented as a fraction (if they can't be represented as such they are irrational).
Integers are natural numbers, the opposite of natural numbers, and zero.
Whole numbers are natural numbers and zero.
Natural numbers are numbers you can count with.
-61 fits under real numbers, rational numbers, and integers. Assuming you want to be as specific as possible, the answer will be 1. Integer, rational, and real.
What is the volume of the sphere shown below?
O A. 69127 units
O B. 23047 units
O C. 1927 units
O D. 57677 units
Answer:
Step-by-step explanation:
r = 12
V = 4*pi * r^3 / 3
V = 4 * 3.14 * 12^3 /3
V = 4 * 3.14 * 1728 / 3
V = 4 * 5425.92 /3
V = 21703.68/3
V = 7234.56
None of the answers look correct.
What are the zeros of f(x) = x2 - 8x+ 15?
Answer:
x=5 x=3
Step-by-step explanation:
f(x) = x^2 - 8x+ 15
Factor
What two numbers multiply to 15 and add to -8
-5*-3 = 15
-5+-3 = -8
f(x) = (x-5) (x-3)
Setting equal to 0
0= (x-5) (x-3)
Using the zero product property
x-5 =0 x-3=0
x=5 x=3
Christa's distance from school is represented by y=-100x +1300.
Stephen's distance from school is represented by y= -60x +1000.
Using the slope and y-intercept from each equation, find out who lives
farther from school and who walked to school faster.
Answer:
Christa walked faster and farther than Stephen.
Step-by-step explanation:
Answer:
Step-by-step explanation:
If you think of the y-axis is the "distance" axis (in feet for example), and the x-axis as the time axis (in minutes for example), then what you have is a velocity graph (velocity is the distance traveled divided by the time it takes to get there). If you haven't moved at all, your time is 0 (ON the y-axis) and the distance value (the y-intercept) is where you started. In other words, if no time has gone by, I haven't moved from my initial position yet. So the y-intercept of both of those equations serves as the intial distance each is from school.
In the equation y = mx + b, b is the y-intercept. The y-intercept in Christa's equation is 1300 (in feet) which means that before she leaves her house for school (no time has gone by yet), her initial distance from school is 1300 feet. Likewise, for Stephen. The y-intercept in his equation is 1000, so his initial distance from school is 1000 feet. Christa lives farther away than does Stephen.
Now for the rate they are each walking...
Rate is also (sort of the same thing as) velocity. It is represented in our equation by the m. In a "regular" slope-intercept equation, this would be the slope. Slope is the rate at which something is changing. Since our graph is a velocity graph--distance over time--our slope represents the distance each covers for every minute they walk. Christa's velocity is 100 feet per minute and Stephen's is 60 feet per minute. From this we can determine that Christa walks faster because she covers more feet per minute than does Stephen.
The equations are both negative because they are shortening their distances to the school. By this I mean that as they continue walking to school and the amount of time that goes by gets greater, the distance they are from the school gets smaller.
Hope this helps you understand what linear equations actually mean to the real world!
If you were solving the system of linear equations below by using Elimination, choose the answer that would be the best first step of solving with Elimination.
Answer:
multiply the bottom equation by 3
Step-by-step explanation:
we multiply to make the values of x same
9x+5y=1
-3x+2y=10 after= -9x+6y=10 thus one can eliminate the x value 9x
This table shows values that represent a quadratic function.
x
0
1
2
3
4
5
6
y
--1
-2
5
-10
-17
-26
-37
What is the average rate of change for this quadratic function for the interval
from x = 3 to x = 5?
A. 8
B. 16
O C. -16
c
D. 8
Answer:
D
Step-by-step explanation:
The y values change by -26 - (-10) = -16 in the interval and the x values change by 5 - 3 = 2 so the average rate of change is -16 / 2 = -8.
Answer:
D. -8
Step-by-step explanation:
Risked it all for my grades.
Explain how to solve for the rate in a simple interest equation if you are given the interest amount, the principal, and the time.
Answer:
divide the interest amount by the product of the principal and time
Step-by-step explanation:
The simple interest formula is I = prt where I is the interest, p is the principal, r is the rate and t is the time (in years). Rewriting this formula so that r is the subject we get r = I / pt. Therefore the answer is divide the interest amount by the product of the principal and time.
PLS HELP ME IVE BEEN TRYING
Answer:
try and let me know is it correct or not line A-4 lineB-8
Step-by-step explanation:
i also use mathswatch
34.9 was rounded to 1 decimal place. What is the upper bound?
=======================================================
Explanation:
The upper boundary, or upper bound, is a fence of sorts.
Note how the following values all round to 34.9, when rounding to one decimal place
34.9434.94534.94934.949934.9499934.94999934.949999934.94999999We can keep going with the pattern of 9s at the end and whatever value you form will still round to 34.9; so you can see that there is no largest value we can reach that will round to 34.9
All of those values are slowly approaching 34.95, which is the upper fence I mentioned. We can get closer and closer to this value, but we can't actually reach it. Otherwise, 34.95 will round to 35.0
Solve for z: 5z + x – y = 3x + 4
z = 2/5x + 1/5y + 4/5
Step 1: Add -x to both sides
Step 2: Add y to both sides
Step 3: Divide both sides by 5
Answer:
z= [tex]\frac{2x}{5} + \frac{4}{5} +\frac{1y}{5}[/tex]
Step-by-step explanation:
first get the variable z on one side by itself
5z + x – y = 3x + 4
-x -x
5z – y = 2x + 4
+y +y
5z = 2x + 4+y
divide by 5 to get the answer for the variable z
5z = 2x + 4+y
[tex]\frac{5z}{5} = \frac {2x + 4+y}{5}\\[/tex]
z= [tex]\frac{2x}{5} + \frac{4}{5} +\frac{1y}{5}[/tex]
HOPE THIS HELPS:)