How to simplify 9t-3t=

Answer:

9

Step-by-step explanation:

2x+10 = 4x-8

2x = 18

x = 9

Answer:

For parallel:

gradient is 1/5

\(y = mx + c\)

consider (5, -2):

\( - 2 = ( \frac{1}{5} \times 5) + c \\ - 2 = 1 + c \\ c = - 3\)

\({ \boxed{ \bf{equation : y = \frac{1}{5}x - 3 }}}\)

For perpendicular:

gradient, m1:

\(m _{1} \times m_{2} = - 1 \\ m _{1} \times \frac{1}{5} = - 1 \\ \\ m _{1} = - 5\)

gradient = -5

\(y = mx + c \\ - 2 = (5 \times - 5) + c \\ - 2 = - 25 + c \\ c = 23\)

\({ \boxed{ \bf{equation :y = - 5x + 23 }}}\)

Answer:

Parallel: \(y=\displaystyle \frac{1}{5}x-3\)

Perpendicular: \(y=-5x+23\)

Step-by-step explanation:

Hi there!

What we must know:

Finding the Parallel Line

\(y=\displaystyle \frac{1}{5} x-3\)

Given this equation, we can identify that its slope (m) is \(\displaystyle \frac{1}{5}\). Because parallel lines always have the same slope, the slope of the line we're currently solving for would be \(\displaystyle \frac{1}{5}\) as well. Plug this into \(y=mx+b\):

\(y=\displaystyle \frac{1}{5}x+b\)

Now, to find the y-intercept, plug in the given point (5,-2) and solve for b:

\(-2=\displaystyle \frac{1}{5}(5)+b\\\\-2=1+b\\-2-1=b\\-3=b\)

Therefore, the y-intercept is -3. Plug this back into \(y=\displaystyle \frac{1}{5}x+b\):

\(y=\displaystyle \frac{1}{5}x+(-3)\\\\y=\displaystyle \frac{1}{5}x-3\)

Our final equation is \(y=\displaystyle \frac{1}{5}x-3\).

Finding the Perpendicular Line

\(y=\displaystyle \frac{1}{5} x-3\)

Again, the slope of this line is \(\displaystyle \frac{1}{5}\). The slopes of perpendicular lines are negative reciprocals, so the slope of the line we're solving for would be -5. Plug this into \(y=mx+b\):

\(y=-5x+b\)

To find the y-intercept, plug in the point (5,-2) and solve for b:

\(-2=-5(5)+b\\-2=-25+b\\-2+25=b\\23=b\)

Therefore, the y-intercept is 23. Plug this back into \(y=-5x+b\):

\(y=-5x+23\)

Our final equation is \(y=-5x+23\).

I hope this helps!

Answer:

none. he was made into a smoothie, so he is a liquid.(⌐■_■)

Step-by-step explanation:

Answer:

Since the values are not given i can only tell how to solve if the values were given,

you know that it got blended into one peice, which is 1

You take this number and multiply it by the number of peices their were which is x

so the answer of this will be x

where x is a variable that represents number of peices.

Answer:

They are critical ecosystem service providers for the sustenance of humanity.The soil system is a dynamic ecosystem that has inputs, outputs, storages and flows. The quality of soil influences the primary productivity of an area..

Step-by-step explanation:

mark me the Brainliest pls

Answer:

The least three-digit number which leaves a remainder of 1 when divided by 5 or 6 is 101.

Step-by-step explanation:

This is because 101 is the smallest three-digit number which is not a multiple of either 5 or 6. To see that 101 is the smallest such number, you can check that 100 and 99 are both multiples of both 5 and 6, and 98 is a multiple of 6.

Answer:The amount of a 80% acid solution that must be mixed with a 55% solution to produce 600 mL of a 60% solution can be calculated using a simple algebraic equation. Let x represent the amount of the 80% acid solution in mL that needs to be mixed with the 55% solution.

The equation can be set up as follows:

0.80x + 0.55(600 - x) = 0.60(600)

Step-by-step explanation: The left-hand side of the equation represents the total amount of acid in the mixture. The first term, 0.80x, represents the amount of acid from the 80% solution, and the second term, 0.55(600 - x), represents the amount of acid from the 55% solution. The right-hand side of the equation represents the total amount of acid in the final 60% solution, which is 60% of 600 mL.

By solving this equation for x, we can determine the amount of the 80% acid solution that needs to be mixed with the 55% solution. Once we have the value of x, we can then calculate the amount of the 55% solution by subtracting x from 600 mL.

Internal Link: For a verified answer on a similar topic, check out this link: https://brainly.com/question/1234567 intext:Answer Expert Verified.

Let x=amount of 80% solution needed

Then 600-x=amount of 30% solution needed

Now we know that the pure acid in the 80% solution (0.80x) plus the amount of pure acid in the 30% solution ((0.30)(600-x)) has to equal the amount of pure acid in the final mixture(0.40*600), so our equation to solve is:

0.80x+0.30(600-x)=0.40*600 get rid of parens

0.80x+180-0.30x=240 subtract 180 from each side

0.80x+180-180-0.30x=240-180 collect like terms

0.50x=60 divide each side by 0.50

x=120 ml---------------------amount of 80% solution needed

600-x=600-120=480 ml---------------amount of 30% solution needed

CK

120*0.80+480*0.30=0.40*600

96+144=240

240=240

Answer:

C

Step-by-step explanation:

You have to divide both sides by the coefficient of x

Answer:

c. solve for the variable

Step-by-step explanation:

to do this divide both sides by 5

5/5x would simplify to x

and 60/5 is 7

x=7

Complete Question :

An application is using a two-dimensional list defined as follows: 1. Write a statement that creates an empty two-dimensional list named values with 4 rows and 3 columns. 2. Write nested loops that get an integer value from the user for each element in the list, for example: values= [[1, 2, 3], [10, 20, 30], [100, 200, 300],[1000, 2000, 3000]] 3. Write a function named row_values that accepts values as argument and returns the sums of each row and displays the result as a list named row 4. Write a function named column_values that accepts values as arguments and returns the sums of each column and displays the result as a list named column 5. Write a function called sum_values that sums all the elements of the array and displays the result.

Sum of rows : [ 6, 60, 600, 6000 ]

Sum of columns : [ 1111, 2222, 3333]

Sum of all elements : 6666

The nested loops are :

Enter a number at row 0, and column 0 : 1

Enter a number at row 0, and column 1 : 2

Enter a number at row 0, and column 2 : 3

Enter a number at row 1, and column 0 : 10

Enter a number at row 1, and column 1 : 20

Enter a number at row 1, and column 2 : 30

Enter a number at row 2, and column 0 : 100

Enter a number at row 2, and column 1 : 200

Enter a number at row 2, and column 2: 300

Enter a number at row 3, and column 0 : 1000

Enter a number at row 3, and column 1 : 2000

Enter a number at row 3, and column 2 : 3000

To read more about nested loops, visit https://brainly.com/question/29973787

#SPJ4

Answer:

\(y(x)=c_1e^{-x}+c_2xe^{-x}+c_3x^2e^{-x}\)

Step-by-step explanation:

We can determine the characteristic equation all we have to do is:

let y' = m, hence y" = m², y'" = m³

Therefore, the higher-order differential equation becomes:

m³ + 3m² + 3m + 1 = 0

(m + 1)(m² + 2m + 1) = 0

(m + 1)(m + 1)(m + 1) = 0

(m + 1)³ = 0

m = -1, -1, -1

Therefore the general solution is given as:

\(y(x)=c_1e^{-x}+c_2xe^{-x}+c_3x^2e^{-x}\)

\(c_1,c_2,c_3\ are\ constants.\)

Answer: B

Step-by-step explanation:

To solve for x, we have to use inverse properties.

\(-x+\frac{3}{7} =2x-\frac{25}{7}\)              [subtract both sides by \(\frac{3}{7}\)]

\(-x=2x-4\)                       [subtract both sides by 2x]

\(-3x=-4\)                           [divide both sides by -3]

\(x=\frac{4}{3}\)

This gives the answer B.

Answer:

You go down 3 and right 4 to get from point B to point C

Step-by-step explanation:

-3/4

Answer:

We can start the problem by using the formula for the area of a rectangle:

Area = length x width

The total area of the pool and the walkway is given as 360 square feet. Let's assume that the width of the walkway is w feet. Then, the dimensions of the entire area can be represented as (8 + 2w) by (10 + 2w) feet, since there is an additional width of w feet on both sides of the pool. Therefore, we can set up the equation:

(8 + 2w) x (10 + 2w) = 360

Expanding the left side and simplifying, we get:

4w^2 + 36w - 80 = 0

We can solve for w using the quadratic formula:

w = (-b ± sqrt(b^2 - 4ac)) / 2a

In this case, a = 4, b = 36, and c = -80. Substituting these values into the formula, we get:

w = (-36 ± sqrt(36^2 - 4(4)(-80))) / 8

w = (-36 ± sqrt(1872)) / 8

w ≈ -5.6 or w ≈ 3.6

Since the width cannot be negative, we can discard the first solution. Therefore, the width of the walkway should be approximately 3.6 feet.

Step-by-step explanation:

Answer:

We can start the problem by using the formula for the area of a rectangle:Area = length x widthThe total area of the pool and the walkway is given as 360 square feet. Let's assume that the width of the walkway is w feet. Then, the dimensions of the entire area can be represented as (8 + 2w) by (10 + 2w) feet, since there is an additional width of w feet on both sides of the pool. Therefore, we can set up the equation:(8 + 2w) x (10 + 2w) = 360 Expanding the left side and simplifying, we get:4w^2 + 36w - 80 = 0We can solve for w using the quadratic formula:w = (-b ± sqrt(b^2 - 4ac)) / 2aIn this case, a = 4, b = 36, and c = -80. Substituting these values into the formula, we get:w = (-36 ± sqrt(36^2 - 4(4)(-80))) / 8w = (-36 ± sqrt(1872)) / 8w ≈ -5.6 or w ≈ 3.6Since the width cannot be negative, we can discard the first solution. Therefore, the width of the walkway should be approximately 3.6 feet.

Step-by-step explanation:

Given the information, the probability that a response is between the ages of 18 and 29 and 30 or older is, respectively, 0.536 and 0.654. There is a 0.265 percent chance that they will say yes—that global warming will affect them over their lifetime. Concern over global warming also seems to vary across people aged 18 to 29 and those over 30.

Probability is the ratio of favourable events to all other potential outcomes in a circumstance. The symbol x can be used to denote how many successful outcomes there were in an experiment with 'n' outcomes. The formula below can be used to determine a given event's probability.

Positive Results/Total Results = x/n = Probability (Event)

The likelihood that a respondent between the ages of 18 and 29 believes that there will be no significant threat from global warming in his or her lifetime is:

P (18-29 and no) = 293/(134 + 293 + 117) = 0.536

The likelihood that a respondent who is 30 years of age or older believes that there will be no significant threat from global warming in his or her lifetime is:

P (30+ and no) = 432/(131 + 432 + 178) = 0.654

The likelihood that a randomly chosen respondent will select "yes"—that is, that they will experience the effects of global warming throughout their lifetimes—is:

P(Yes) = (134 + 131)/(134 + 131 + 293 + 432 + 117 + 178) = 0.265

Yeah, it does seem that younger people (18–29) are less concerned about global warming than older people (30+). In comparison to respondents aged 18 to 29, the likelihood that a respondent aged 30 or older believes that global warming will not constitute a severe hazard during their lifetime is higher (0.654). (0.536). According to this, respondents who are older are less concerned about global warming than respondents who are younger. To confirm this difference, a formal statistical test would be required.

To know more about Probability, visit:

brainly.com/question/16722133

#SPJ1

The complete question is:

Do you think global warming will have an impact on you during your lifetime? A CBS News/New York Times poll of 1000 adults in the United States asked this ques- tion (CBS News website, December, 2014). Consider the responses by age groups shown below Response Age 18-29 30+Yes 134 131No 293 432Unsure a. What is the probability that a respondent 18-29 years of age thinks that global warming will not pose a serious threat during his/her lifetime?b. What is the probability that a respondent 30+ years of age thinks that global warming will not pose a serious threat during his/her lifetime? c. For a randomly selected respondent, what is the probability that a respondent answers yes? d. Based on the survey results, does there appear to be a difference between ages 18-29 and 30+ regarding concern over global warming?

Answer:

9kg

Step-by-step explanation:

Because it is said that Polly's mass is 3kg but, Barney's mass is 3 times more kg than Polly.

So we multiply 3 (Polly's mass) multiplied by 3(cuz it is said three times more). So 3*3 = 9kg

1. Based on the producer theory, an increase in the demand for labor (L) would be caused by An increase in the productivity of labor, A decrease in the wage rate and A decrease in the rental rate of capital.

2. Missing variables in this simple producer theory would include The technology used to produce output, The preferences of consumers and Quality of labor and capital.

In the standard producer theory, a producer minimizes costs for a given level of output.

This involves choosing the optimal mix of inputs, such as labor (L) and capital (K), to produce the desired output (y).

The cost function is represented by C = wL + rK, where w is the wage rate (cost of labor) and r is the rental rate (cost of capital).

Find more exercises on producer theory;

https://brainly.com/question/14441430

#SPJ1

Answer:

Step-by-step explanation:

The period of a simple pendulum is

T = 2π√(L/g)

as going from zero velocity to max velocity takes 1/4 of a period

t = ¼(2π)√(L/g)

t = ½π√(L/g)

t = ½π√(0.864/9.81)

t = 0.466 s

Answer:

B. the function is strictly decreasing.

Step-by-step explanation:

Just took the test on Plato.

Answer:

The function is strictly decreasing.

Step-by-step explanation:

Plato/Edmentum

Answer:

100

Step-by-step explanation:

Write in an equation:

4=4%x, then divide 4% from both sides, and then you get 100.

Answer:

Step-by-step explanation:

We have, 4% × x = 4

or,

4

100

× x = 4

Multiplying both sides by 100 and dividing both sides by 4,

we have x = 4 ×

100

4

x = 100

If you are using a calculator, simply enter 4×100÷4, which will give you the answer.

The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

For more questions on: mathematical proficiency

https://brainly.com/question/32786898

#SPJ8  

Answer:

$15.48

Explanation:

100 ÷ 6.46 = 15.479876

Answer:

Y= -1/3x +2.5

step-by-step explanation:

first I reconfigured the given equation: x+3y=15

-x+x+3y=15 -x  Subtracted x from both sides

3y=15-x            Simplify

3y/3=15-x/3      Divide both sides by 3

y=-1/3x+3          Simplify

I turned it into y=-1/3x+5

then I translated the line up and down to find what point crossed (6,1)

The proper value for B in y=mx+b was 2.5

Try using Desmos online calculator it really helps

Hope this helped :)

Answer:

ffhjjrhjzxuzdjzdjzsjezjdifi

Answer:

4/7

Step-by-step explanation:

They can be simplified by 3 12 divided by 3 is 4 and 21 divided by 3 is 7 so it's 4/7.

When Jackson wrote different patterns for the rule "subtract 5", the patterns that he could have written include

A. 27, 22, 17, 12, 7

D. 100, 95, 90, 85, 80

It is important to note that an expression is simply used to show the relationship between the variables that are provided or the data given regarding an information. In this case, it is vital to note that they have at least two terms which have to be related by through an operator.

Some of the mathematical operations that are illustrated in this case include addition, subtraction, etc. In this case, when Jackson wrote different patterns for the rule "subtract 5", the patterns that he could have written include 27, 22, 17, 12, 7 and 100, 95, 90, 85, 80. In this cases, there are difference of 5.

Learn more about expressions on:

https://brainly.com/question/723406

#SPJ1

Complete question

Jackson wrote different patterns for the rule "subtract 5". Select all of the patterns that he could have written.

27, 22, 17, 12, 7

5, 10, 15, 20, 25

55, 50, 35, 30, 25

100, 95, 90, 85, 80

75, 65, 55, 45, 35

Answer:

b

Step-by-step explanation: