Please can someone help thanks :)

The value of the constant of variation include 8, 3.2, and 1.25

From the information given, when x = -0.5, y = -4.0. The constant will be:

y = kx

-4 = -0.5k

k = -4.0/-0.5

k. = 8

When x = 2.5, y = 8

y = kx

8 = 2.5k

k = 8/2.5

k = 3.2

When x = 4, y = 5

y = kx

5 = 4k

k = 5/4

k = 1.25

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she bought 20 items at price of 0.01$, 6 items at cost $2, 4 items at cost $3.

According to the statement

Janice bought total items = 30

Price of items are 30 cents, 2 dollars, or 3 dollars.

Total purchase price of Janice = 30$

If we let she bought 10 items at price of 3$, Then it is not possible

So, Number of items which are bought by her at price of $3 is less than 10. Similarly Number of items which are bought by her at price of $2 is less than 10.

we know that 1 CENT = 0.01 $

We also know that 10 30-cents will worth 3 dollars, so the number of cents which are bought by her at price of $0.01 is greater than 10.

Now, Let she bought 20 items at price of 0.01$

Then 20*0.3 = 6$

It means 30$-6$ = 24$

24$ are left to purchase the things which are at price of 2$ and 3$.

If we let she purchase 4 items at cost $3 then

Then 4*$3 = 12$

It means 24$-12$ = 12$

Now, with remaining money she bought 6 items at cost $2.

So, she bought 20 items at price of 0.01$, 6 items at cost $2, 4 items at cost $3.

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she bought 20 items at price of 0.01$, 6 items at cost $2, 4 items at cost $3.

According to the statement

Janice bought total items = 30

Price of items are 30 cents, 2 dollars, or 3 dollars.

Total purchase price of Janice = 30$

If we let she bought 10 items at price of 3$, Then it is not possible

So, Number of items which are bought by her at price of $3 is less than 10. Similarly Number of items which are bought by her at price of $2 is less than 10.

we know that 1 CENT = 0.01 $

We also know that 10 30-cents will worth 3 dollars, so the number of cents which are bought by her at price of $0.01 is greater than 10.

Now, Let she bought 20 items at price of 0.01$

Then 20*0.3 = 6$

It means 30$-6$ = 24$

24$ are left to purchase the things which are at price of 2$ and 3$.

If we let she purchase 4 items at cost $3 then

Then 4*$3 = 12$

It means 24$-12$ = 12$

Now, with remaining money she bought 6 items at cost $2.

So, she bought 20 items at price of 0.01$, 6 items at cost $2, 4 items at cost $3.

Answer:

the following 3 equations are equivalent :

• x + 1 = 4

• 2 + x = 5

• -5 + x = -2

Step-by-step explanation:

2 + x = 5

x + 1 = 4

9 + x = 6

x + (- 4) = 7

-5 + x = - 2

Let’s take this equation :

x + 1 = 4

=======

By Adding 1 to both sides of the equation we get :

x + 1 + 1 = 4 + 1

⇔ x + 2 = 5

⇔ 2 + x = 5

Then the equations x + 1 = 4  and 2 + x = 5 are equivalent.

…………………………………………………………………

On the other hand ,if we subtract 6 from both sides

of the equation x + 1 = 4  we get :

x + 1 - 6 = 4 - 6

⇔ x - 5 = -2

⇔ -5 + x = -2

Then the equations x + 1 = 4  and -5 + x = -2 are equivalent.

Answer:

A. 2 + x = 5

B. x + 1 = 4

E. -5 + x = -2

Step-by-step explanation:

right on edg, hope it helps ya'll.

Answer:

28.26658805 (I included every digit in case your teacher needs you to round)

Step-by-step explanation:

In order to find x, we need to isolate x by subtracting 15^2 and taking the square root of both sides.

Thus, we have:

[tex]15^2+x^2=32^2\\x^2=32^2-15^2\\\sqrt{x^2} =\sqrt{(32^2-15^2)} \\\sqrt{x^2}=\sqrt{799} \\x=28.26658805[/tex]

The percentage of this plane that's enclosed by the pentagons is closest to: D. 56.

Since the side of the small square is a, then the area of the tile is

given by:

Area of tiles = 9a²

Note: With an area of 9a², 4a² is covered by squares while 5a² by pentagons.

This ultimately implies that, 5/9 of the tiles are covered by pentagons and this can be expressed as a percentage as follows:

Percent = 5/9 × 100

Percent = 0.555 × 100

Percent = 55.5 ≈ 56%.

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Complete Question:

The plane is tiled by congruent squares of side length a and congruent pentagons of side lengths a and a²/a, as arranged in the diagram below. The percent of the plane that is enclosed by the pentagons is closest to (A) 50 (B) 52 (C) 54 (D) 56 (E) 58

The midpoint of co-ordinate is (5, 6)

Add both "x" coordinates, and divide by 2.

Add both "y" coordinates, and divide by 2.

Given that;

Coordinates of A = (2,3)

Coordinates of B = (8,9)

Find:

Midpoint of co-ordinate

Computation:

Midpoint of co-ordinate = [(x1 + x2) / 2], [(y1 + y2) / 2]

Midpoint of co-ordinate = [(2 + 8) / 2], [(3 + 9) / 2]

Midpoint of co-ordinate = [10 / 2], [12 / 2]

Midpoint of co-ordinate = (5, 6)

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The value of k is 1/4.

According to the statement

we have given

The equation of parabola is y=k−x2

And tangent to the line of equation is y = x

and we have to find the value of K.

So, let y=k−x2  -(1)

and let  y = x  -(2)

(2) is the tangent to the (1) then

therefore they cut at

y=k−x2  -(1)

y = x  -(2)

so, put (2) in the (1) then

x = k- (x)^2

(x)^2 + x = k

The above written equation has one real number then for this D =0

so, (x)^2 + x - k = 0

-1 -1*4*k = 0

-1 - 4k = 0

-4k = 1

The value of k is -1/4.

So, The value of k is 1/4.

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Answer:

a₈ = - 10935

Step-by-step explanation:

the nth term of a geometric sequence is

[tex]a_{n}[/tex] = a₁ [tex](r)^{n-1}[/tex]

where a₁ is the first term and r the common ratio

here a₁ = 5 and r = [tex]\frac{a_{2} }{a_{1} }[/tex] = [tex]\frac{-15}{5}[/tex] = - 3 , then

a₈ = 5 × [tex](-3)^{7}[/tex] = 5 × - 2187 = - 10935

Answer:

60:1

Step-by-step explanation:

60:1 = 366:x

60x = 366

x = 6.1

366 minutes is equivalent to 6.1 hours.

Convert 366 minutes to hours.

[tex]\boldsymbol{\sf{Therefore \ \to \ 366 \not{m}*\dfrac{1 \ hr}{60\not{m}}=6.1 \ hr }}[/tex]

We conclude that a time of 366 minutes is equal to 6.1 hours

There are 60 minutes in 1 hour. To convert from minutes to hours, divide the number of minutes by 60. For example, 120 minutes equals 2 hours because 120/60=2.

Answer:Find the mean for the given set of data.

-4, -3,-1,-1, 0, 1

-1 1/3

-1

-3/4

Answer is -1 1/3

Step-by-step explanation:

The wide-area search method employs the use of markers such as knots at regular intervals along the search line.

Given the method employs the use of markers such as knots at regular intervals along the search line to indicate distance from the beginning of the search line.

In order to locate, relieve distress, and preserve the life of a person who has been reported missing or is believed to be lost, stranded, or is considered a high-risk missing person, wide area search and rescue refers to activities occurring within large geographic areas. It also refers to the removal of any survivors to a safe location.

Hence, the wide-area search method employs the use of markers such as knots at regular intervals along the search line to indicate distance from the beginning of the search line

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Step-by-step explanation:

Part A: [tex]u^6[/tex] can be written as the square of u³, or [tex](u^3)^2[/tex]. Similarly, [tex]v^6=(v^3)^2[/tex]. Hence, we can write this as a difference of two squares by writing it as

[tex](u^3)^2-(v^3)^2[/tex]

Part B:

We can first factor a difference of two squares a² - b² into (a+b)(a-b). Here, a would be u³ and b would be v³.

[tex](u^3+v^3)(u^3-v^3)[/tex]

We can factor this further by the use of two special formulas to factor a sum of two cubes and a difference of two cubes. These formulas are as follows:

[tex]a^3+b^3=(a+b)(a^2-ab+b^2)\\a^3-b^3=(a-b)(a^2+ab+b^2)[/tex]

Since u³ + v³ is a sum of two cubes, let's rewrite it.

[tex]u^3+v^3=(u+v)(u^2-uv+v^2)[/tex]

Since u³ - v³ is a difference of two cubes, we can rewrite it as well.

[tex]u^3-v^3=(u-v)(u^2+uv+v^2)[/tex]

Now, let's multiply them together again to get the final factored form.

[tex]u^6-v^6=(u+v)(u^2-uv+v^2)(u-v)(u^2+uv+v^2)[/tex]

Part C:

If we want to factor [tex]x^6-1[/tex] completely, we can just see that x to the sixth power is just [tex]x^6[/tex] and 1 to the sixth power is just 1. Hence, x can substitute for u and 1 can substitute for v.

[tex]x^6-1=(x+1)(x^2-x(1)+1^2)(x-1)(x^2+x(1)+1^2)\\x^6-1=(x+1)(x^2-x+1)(x-1)(x^2+x+1)[/tex]

We can repeat this for [tex]x^6-64[/tex], as 64 is just 2 to the sixth power.

[tex]x^6-64=(x+2)(x^2-x(2)+2^2)(x-2)(x^2+x(2)+2^2)\\x^6-64=(x+2)(x^2-2x+4)(x-2)(x^2+2x+4)[/tex]

The equation of the line that has a slope of 3 and that passes through the point (5,19) is y = 3x + 4

From the question, we are to determine the equation of the line that has a slope of 3 and that passes through the point (5,19)

Using the point-slope form of an equation of a line

y - y₁ = m(x - x₁)

Where m is the slope

and (x₁, y₁) is a point on the line

From the given information

m = 3

x₁ = 5

y₁ = 19

Putting the parameters into the equation, we get

y - 19 = 3(x - 5)

y - 19 = 3x - 15

y = 3x -15 + 19

y = 3x +4

Hence, the equation of the line that has a slope of 3 and that passes through the point (5,19) is y = 3x + 4

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Answer: R: {f(x) ∈ ℝ | f(x) ≥ 4}

Step-by-step explanation:

[tex]|x-3| \geq 0[/tex] for all real x, so the range is [tex]f(x) \geq 4[/tex].

The population mean is symbolized as μ. The sample mean is symbolized M.

A population in statistics, is a the total number of people of a group that shares similar characteristics that are of interest to a researcher. Example of population a researcher can understudy include:

A sample is a subset of a population, which is drawn using any sampling technique. An example of a sample is 100 randomly selected persons who patronize a shopping mall.

The population mean can be defined as the average data value of a particular group characteristics that is measured by the researcher. The symbol for population mean is: μ.

The sample mean can be defined as the average data value of the sub-group of an entire population that having characteristics that are of interest to a researcher. The symbol for sample mean is: M.

In summary, the population mean is symbolized as μ. The sample mean is symbolized M.

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Answer:

Step-by-step explanation:

The necessary units conversion can be accomplished by multiplying by appropriate conversion factors. Quantity can be found by multiplying rate by time.

The number of gallons of water produced by melting 1.9 m³ of ice is ...

  [tex]1.9\text{ m$^3$ (ice)}\times\left(\dfrac{100\text{ cm}}{1\text{ m}}\right)^3\times\dfrac{0.92\text{ cm$^3$ (water)}}{1\text{ cm$^3$ (ice)}}\times\dfrac{1\text{ gal}}{3800\text{ cm$^3$}}\\\\=\dfrac{1.9\times10^6\times0.92}{3800}\text{ gal}=\boxed{460\text{ gal}}[/tex]

Multiplying the melting rate by time and converting to height, we have ...

  [tex]\dfrac{179.4\text{ km$^3$}}{1\text{ yr}}\times\dfrac{364\text{ cm}}{1000\text{ km$^3$}}\times6\text{ yr}\approx\boxed{392\text{ cm}}[/tex]

__

Additional comment

The area of the world's oceans is about 361e6 km², so addition of 1000 km³ of water might be expected to increase the water level by (1000/361)e-6 ≈ 2.77e-6 km = 0.277 cm. Something seems a little off in this problem statement.

Explanation:

The proof can be had by making use of the AAS congruence postulate (twice) and CPCTC.

We start by showing ΔPQY≅ΔPRX, then by showing ΔXQN≅ΔYRN. The proof is then a result of CPCTC.

1. PQ≅PR, ∠Q≅∠R . . . . given

2. ∠P≅∠P . . . . reflexive property of congruence

3. ΔPQY≅ΔPRX . . . . AAS congruence postulate

4. PX≅PY . . . . CPCTC

5. PX+XQ=PQ, PY+YR=PR . . . . segment sum theorem

6. PX+XQ = PY +YR . . . . substitution property

7. PX +XQ = PX +YR . . . . substitution property

8. XQ = YR . . . . subtraction property of equality

9. ∠XNQ≅∠YNR . . . . vertical angles are congruent

10. ΔXNQ≅ΔYNR . . . . AAS congruence postulate

11. XN ≅ YN . . . . CPCTC

__

Additional comment

You probably did steps 1-3 in part (a) of the problem.

A mortgage payment is typically made up of four components: principal, interest, taxes, and insurance. The Principal portion is the amount that pays down your outstanding loan amount. Interest is the cost of borrowing money. The amount of interest you pay is determined by your interest rate and your loan balance.

The term “loan” can be used to describe any financial transaction where one party receives a lump sum and agrees to pay the money back. A mortgage is a type of loan that's used to finance a property. A mortgage is a type of loan, but not all loans are mortgages. Mortgages are “secured” loans.

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Answer:

98

Step-by-step explanation:

Solution 1, (quick)

When enlarging by a scale factor, the shape's area is multiplied by the scale factor squared.

3.5*7*2^2=98

This works because for a rectangle width x and length y, width 2x and length is 2y, area is 4xy compared to area xy originally.

Solution 2, (technical)

Scale factor of 2 means multiplying by 2

3.5^2=7

7*2=14

7*14=98

The center of the circle = (8, -4)

The radius of the circle =  [tex]\sqrt{76}[/tex]

The given equation of the circle is:

[tex]x^2+y^2-16x+8y+4=0[/tex]

The equation can be expressed and simplified as:

[tex]x^2-16x+y^2+8y=-4\\\\x^2-16y+8^2+y^2+8y+4^2=-4+8^2+4^2\\\\(x-8)^2+(y+4)^2=-4+64+16\\\\(x-8)^2+(y+4)^2=76[/tex]

The general equation of a circle is:

[tex](x-a)^2+(y-b)^2=r^2[/tex]

Comparing the two equations:

The center, (a, b) = (8, -4)

The radius, r = [tex]\sqrt{76}[/tex]

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The area of the given figure is 38 square units

The area of the given trapezoid is expressed as:

A = 0.5(a+b)h

where

a and b are the sides

h is the height

Substitute

A = 0.5(9+10) * 4

A = 19 * 2

A = 38 square units

Hence the area of the given figure is 38 square units

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Answer: 3/4

Step-by-step explanation:

Parallel lines have the same slope.

Answer:

The total surface area of the the cylinder is 640.56cm², surface are is always give in cm² not in cm³ b/c cm³ indicates the volume of the cylinder not the surface area.

Step-by-step explanation:

Hello!

. SA=2πr(r+h) ,or 2πr²+h(2πr)

Answer:

204π cm^2

which is 640.88 cm^2 to the nearest hundredth.

Step-by-step explanation:

Surface area = 2 * area of the base + area of the curved side.

= 2*π *r^2  + 2*π*r*h

= 2π(6)^2 + 2π(6)(11)

= 72π + 132π

= 204π cm^2.

Answer:A or C

Step-by-step explanation: i guessed plus 19 hours ago

Answer:

7.8 hours

Step-by-step explanation:

We will use the formula:

distance =rate×time

We don't know the distance but it is the same distance going and returning. Two rate×time calculations will both equal that distance from Sally's to Grandma's. See image.

The growth factor as a decimal is 1.026 and the number of students enrolled 10 years from now is 1939

The given parameters are

Initial value of enrollment, a = 1500

Rate, r = 2.6%

The growth factor is then calculated as:

Growth factor = 1 + Rate

This gives

Growth factor = 1 + 2.6%

Evaluate the sum

Growth factor = 1.026

Hence, the growth factor as a decimal is 1.026

As a general rule, the number of students enrolled t years from now is

Students = Initial value * Growth factor^Number of years

This is represented as

Students = 1500(1.026)^t

10 years from now means t = 10

So, we have

Students = 1500(1.026)^10

Evaluate

Students = 1939

Hence, the number of students enrolled 10 years from now is 1939

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Answer:

-3

Step-by-step explanation:

Answer:

Meena age = 5 yrs Meenas father = 30

Step-by-step explanation:

let,

meena's age = x

meena's father's age = 6x

Five years from now

meena's age will be 1/3(6x)

meena's father's age will be 6x+5

A/Q

x+5+6x+5=2x+6x+5

=x+6x-2x-6x=5-5-5

= -x =-5

= x =5

meena's age = 5

meena's father's age = 6x

= 6×5

= 30

Answer:

70

Step-by-step explanation:

the 30/100 of 100 is 30

So 100-30=70

Answer:

70kg

Step-by-step explanation:

30% of 100kg is

--> 100 x 30/100 which is 30kg.

If you want to decrease 100kg by 30%, you can take away 30kg from 100kg.

--> 100 - 30 = 70

So 70kg is the remainder.