John has 1,000 v-bucks and he earns 20 weekly. Aaron has 600 v-bucks and 50 weekly. After how many weeks will Aaron have more v-bucks then John? Choose the Inequality that matches this scenario

Answer:

y - -1/2x - 3.5

Step-by-step explanation:

Using the y=mx+b format, m is the slope which is -1/2. I got this by doing rise over run. Since you have go down once, and right twice, the slope is -1/2. b is the y-intercept, or the point at which the line hits the y axis when x is 0. The intercept lies at -3.5. Hence the equation for this line is y = -1/2x - 3.5

Answer:

3 3/5

Step-by-step explanation:

Answer:

3.275

Step-by-step explanation:

Just put the question in your scientific calculator

Answer:

a) $26

b) 24.07%

c) $94.3

Step-by-step explanation:

Given that:

Before tax:

Normal price of dress = $62

Discounted price of dress = $48

Normal price of a pair of shoes = $46

Discounted price of a pair of shoes = $34

a) Before the sales tax, total savings = ($64 - $48) + ($46 - $34) = $26

b) Total percentage discount on total sales.

Total bill for original price = $62 + $46 = $108

Percentage discount can be found by the formula:

\(\dfrac{\text{Total discount}}{\text{Total bill for original price}}\times 100\\\Rightarrow \dfrac{26}{108} \times 100 = 24.07\%\)

c) Total amount paid if the sales tax is 15%.

Amount paid with tax = Amount after discount + 15% of amount after discount

Amount after discount = $48 + $34 = $82

15% of $82 = $18.29

Amount paid with sales tax = $82 + $12.3 = $94.3

Answer:

  Practice -- lots of it

Step-by-step explanation:

I usually choose a solution method that I believe will find the desired answer for me in the least number of simple steps. What constitutes a "simple" step depends on a number of things:

__

I often choose a graphing calculator as my first approach to solving a quadratic. It easily shows the roots, and can show the vertex. (Sometimes, scaling the graph is required, so I actually prefer to use a touch-screen for the purpose. It is easier to "pinch" than to type in possible graph limits by trial and error.) The answer is generally provided to 3 or 4 significant figures, which is usually enough to tell if the solution is rational or irrational.

The easiest way to describe an integer (or rational) solution to someone else (on Brainly, for example) is usually to show the factoring of the quadratic. Finding the roots with a graphing calculator significantly aids the factoring process. (It is much easier to "find" the solution if you know the solution before you start looking.)

__

As we said at the beginning, the answer to your question is "practice." Many curricula try to offer opportunities to practice. I find most of these pretty annoying. What I suggest is that you find your own internal motivation to practice solving different kinds of quadratics in several different ways. That is, solve the same quadratic by ...

It might take you a couple of hours of work to learn the best way to solve an equation in under 5 minutes.

In this process, you will discover what you need to know to choose a method that works nicely for you. I believe you will find that total familiarity with arithmetic facts (sums, products, squares) and operations on all the different ways to represent numbers (integer, decimal, fraction, percent, scientific notation) will help you significantly.

_____

* Additional comment

Some "area" problems give you the difference of dimensions (length and width), and ask you to find the dimensions that give a specific area. This can be solved by (x)(x -d) = A. If you don't immediately recognize factors of A that differ by d, then you might have to resort to the quadratic formula to solve this.

Another approach is to let the variable represent the average dimension. Then the equation becomes (x -d/2)(x +d/2) = A, which is a "difference of squares" form that is much more easily solved. The solution for x is √(A +(d/2)²), and all you have to do is add and subtract d/2 from that solution to find the dimensions. This is an example of what I mean by transforming the problem.

Answer:

C) The change in expected quiz score for every additional one hour students spend on their homework

Step-by-step explanation:

The probability that the sample mean would differ from the population mean by less than 170 miles in a sample of 211 tires is approximately 0.994 or 99.4%.

We can use the central limit theorem to find the probability that the sample mean would differ from the population mean by less than 170 miles in a sample of 211 tires.

According to the central limit theorem, the distribution of sample means will be approximately normal with a mean equal to the population mean and a standard deviation equal to the population standard deviation divided by the square root of the sample size.

Therefore, we can calculate the z-score as follows:

z = (\(\bar{X}\) - μ) / (σ / √n)

where \(\bar{X}\) is the sample mean, μ is the population mean, σ is the population standard deviation, and n is the sample size.

In this case, we want to find the probability that the sample mean would differ from the population mean by less than 170 miles, which means we need to find the probability that the z-score is between -170/ (σ / √n) and 170/ (σ / √n).

Plugging in the given values, we get:

z = (\(\bar{X}\) - μ) / (σ / √n)

z = (170) / (4693 / √211)

z ≈ 8.13

Using a calculator, we can find that the probability of getting a z-score less than 8.13 or greater than -8.13 is approximately 1.0.  Therefore, the probability is approximately 0.994 or 99.4%.

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Answer:

$52,501

Step-by-step explanation:

You need to subtract $122,499.

We fail to reject the null hypothesis that the temperature level has no effect on the mean yield process.

Summary of Result:

Source | SS | df | MS | F | p-value

Treatment | 118.2 | 2 | 59.1 | 2.94 | 0.095

Error | 241.0 | 12 | 20.1 | |

Total | 359.2 | 14 | | |

To construct an analysis of variance (ANOVA) table and test whether the temperature level has an effect on the mean yield process, we need to perform the following steps:

Step 1: Calculate the total sum of squares (SST), the treatment sum of squares (SSTR), and the error sum of squares (SSE).

SST = ΣΣ(yij - ȳ)^2 = 359.2

where yij is the yield of the ith batch at the jth temperature level and ȳ is the overall mean yield.

SSTR = Σ(nj(ȳj - ȳ)^2) = 118.2

where nj is the number of batches produced at the jth temperature level, ȳj is the mean yield at the jth temperature level, and ȳ is the overall mean yield.

SSE = SST - SSTR = 241.0

Step 2: Calculate the degrees of freedom (df) for SST, SSTR, and SSE.

df(Total) = N - 1 = 14

where N is the total number of observations.

df(Treatment) = k - 1 = 2

where k is the number of treatment levels.

df(Error) = df(Total) - df(Treatment) = 12

Step 3: Calculate the mean square (MS) for SSTR and SSE.

MS(Treatment) = SSTR / df(Treatment) = 59.1

MS(Error) = SSE / df(Error) = 20.1

Step 4: Calculate the F-statistic.

F = MS(Treatment) / MS(Error) = 2.94

Step 5: Determine the critical value of F for a 0.05 level of significance with df(Treatment) = 2 and df(Error) = 12.

From a table of F-distributions, the critical value of F is 3.89.

Step 6: Compare the F-statistic to the critical value of F and make a decision.

Since 2.94 < 3.89, we fail to reject the null hypothesis that the temperature level has no effect on the mean yield process. In other words, we do not have sufficient evidence to conclude that there is a difference in mean yield among the three temperature levels.

Step 7: Summarize the results in an ANOVA table.

Source | SS | df | MS | F | p-value

Treatment | 118.2 | 2 | 59.1 | 2.94 | 0.095

Error | 241.0 | 12 | 20.1 | |

Total | 359.2 | 14 | | |

Note: The p-value is calculated as P(F > 2.94) = 0.095, which is greater than the significance level of 0.05. Therefore, we do not reject the null hypothesis.

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Answer:

4

Step-by-step explanation:

Rate of change forumla

\(m = \frac{y2 - y1}{x2 - x1} \)

We have our X points, -7 and -2. Now to find the Y value at those places.

For -7, Y is 5

For -2, Y is 25

Now we plug this into the equation

\( = \frac{25 - 5}{ - 2 - ( - 7)} = \frac{20}{5} = 4\)

Answer:

9

Step-by-step explanation:

get rid of the brackets

x-3=6

then add 3 to both sides

x=6+3

now add

x=9

your answer your looking for is

9

I hope this helps!!!

Have a good day!!

Answer:

The 7th term of the geometric sequence 5, 15, 45, 135... is 3,645. a7 = 5 • 3^(7-1); a7 = 5 • 729; a7 = 3645

Step-by-step explanation:

sorry if it becomes wrong answer

Answer:

Step-by-step explanation:

the sequence has a rule of n*3

5*3=15

15*3=45

45*3=135

135*3=405

405*3=1215

1215*3=3645

SOLUTION

From the what is given

We have the graph as shown below

We are told that the MAX is

Substituting these required points into the equation, our maximum becomes

We can see that the maximum is 25 at for units of 5, that is x = 5

But we are told in (B) that

Hence the surplus unit is

Hence the answer is 2

Answer: 12

Step-by-step explanation:

Let p represent this unknown amount.

Nari pours three-fourths of this volume into an empty pot. This can be written as:= 3/4 × p = 3/4p = 0.75p

She then adds another 2 pints of water and the pot now holds a total of 11pints of water. This means we will add 2 to 0.75p and equate to 11. This will be:

0.75p + 2 = 11

0.75p = 11 - 2

0.75p = 9

p = 9/0.75

p = 12

P equals to 12

This question is based on solving linear equation.Therefore, the answer is 12 pints of total amount of water.

Given:

Nari pours three-fourths of this volume into an empty pot.She then adds another 2 pints of water. The pot now holds a total of 11 pints of water.

Let the unknown amount of pints of water is  p.

According to the question,

She pours three-fourths of this volume into an empty pot. This can be written as:

\(\dfrac{3}{4}\times p= \dfrac{3}{4} p = \bold{0.75p}\)

She add on  2 pints of water  to 0.75 p in pot, then it becomes  total of 11 pints of water.

In ,mathematically expressed as,

\(\begin{alligned}0.75p+2&=11\\0.75p&=11-2\\0.75p&=9\\p&=\frac{9}{0.75}\\\bold{p&=12}\end{alligned}\)

Therefore, there is total amount of 12 pints water.

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Answer:

m < 49/12

Step-by-step explanation:

The portion of the quadratic formula under the square root sign is the discriminant.

If the discriminant is > 0 then there are two real roots.

b² -4ac > 0

-----------------------------

7² - 4(3)m > 0

49 - 12m > 0

Subtract 49 from both sides

-12m > -49

Divide both sides by -12

(when multiplying or dividing by a negative the inequality must be reversed)

m < 49/12

Answer:

a = 11

Step-by-step explanation:

Using the Pythagorean Theorem:

\( {a}^{2} + {26.4}^{2} = {28.6}^{2} \)

\( {a}^{2} + 696.96 = 817.96\)

\( {a}^{2} = 121\)

\(a = 11\)

Answer:

f(x)=(x-1)^2+3

Step-by-step explanation:

Both equations vertexes equal (1, 3) while the rest do not match.

f(x) = (x - 1)² + 3 function in vertex form is equivalent to f(x) = 4 + x² - 2x.

We can use the technique of completing the square to rewrite the given function f(x) in vertex form.

f(x) = 4 + x² - 2x

f(x) = (x² - 2x) + 4

Adding and subtracting (1) inside the parentheses

f(x) = (x² - 2x + 1) + 4 - 1

f(x) = (x - 1)² + 3

So, the equivalent function in vertex form is f(x) = (x - 1)² + 3.

Therefore, the correct option is f(x) = (x - 1)² + 3.

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New York had the larger population with 1.9 x 10⁷ people. The correct option is B.

To compare the populations of the states, we need to convert all the populations to the same unit of measurement. In this case, all the populations are given in terms of millions (10⁶).

We can see that New York's population is 1.9 x 10⁷, which means 19 million people. Georgia's population is given as 9.6 x 10⁶, which is 9.6 million people. Comparing these two values, it is evident that New York has a larger population than Georgia.

Check the populations of the other states:

Alaska: 7.1 x 10⁵ = 0.71 million people

Wyoming: 5.6 x 10⁵ = 0.56 million people

Idaho: 1.5 x 10⁶ = 1.5 million people

New York's population of 19 million is much larger than any of the other states listed, making it the state with the largest population among the options provided. The correct option is B.

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Complete question:

Based on the 2010 census, the population of Georgia was 9.6 x 10^6 people. Which state had a larger population? A. Alaska: 7.1 x 10^5 B. New York: 1.9 x 10^7 C. Wyoming: 5.6 x 10^5 D. Idaho: 1.5 x 10^6

Answer:

infinetely many salutions

Answer:

D

Step-by-step explanation:

infinitely many solutions

TT is equal to T-1, so the given matrix is an orthogonal matrix.

What is an orthogonal matrix?

Here, the determinant of T,

 |T| = cos²∅ + sin²∅

      = 1

Now, its cofactors,

\(T_{11}\) = cos ∅

\(T_{12\) = sin ∅

       \(T_{21\)= -sin ∅

\(T_{22\) = cos ∅

Now, the adjoint matrix of cofactors matrix transpose \(T^T\) is equal to \(T^{-1.\)

Hence, the given matrix is an orthogonal matrix.

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Answer:

t+12

Step-by-step explanation:

brainliest por favor ❤❤

Answer:

t+12

Step-by-step explanation:

12 meters longer means that you're adding meters onto the throw. Hope that helps :)

The equation of the line that passes through the point (10, -4) and has the slope -2/5 is y = 2/5 x

The slope, m of the linear function is given as -2/5.

The equation of the line that passes through point (10, -4) is calculated using the point slope formula which is given as:

x₁ = 10

y₁ = -4

m = -2/5

substituting in to the formula

(y - y₁) = m (x - x₁)

y + 4 = -2/5 (x - 10)

y + 4 = -2/5 x + 4

y = 2/5 x + 4 - 4

y = 2/5 x

The equation of the line is given as y = 2/5 x

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Answer:

=10.6x104

Step-by-step explanation:

=8.1x104+2.5x104

=(8.1x104+2.5x104)

=10.6x104

(8.1 x104)+(2.5 x 104)

Multiply the numbers

842.4 + (2.5 x 104)

Multiply the numbers

842.4 +260

Now we do the same thing only different way

        2

       2.5

    x 104

________

           100

            000

             2 50 0

______________

            260

Multiply the digits

4 x 5 =20

Take the last digit and write it in the answer line

Carry the next digit and save it for the next calculation

Multiply the digits

4 x 2=8

Add the carried digit for the previous result

8+2 =10

Write the result in the answer line

Move the next digit and write it the next result below

Every digit multiplied by zero equals zero

Move to the next digit an write the next result below

Every digit multiplied by one stays the same

Add the numbers

Move the decimal sign as many times as there are decimal places in both factors combined.

Remove the unnecessary zeros

The result is 260

842.4+260

Add the numbers

1102.4

  842.4

+   260.0

_________

   1102.4

Write zeros to get the same number of decimal places.

Add the digits in the column

4+0=4

Write the result under the column

Add the digits in the column

2+0=2

Solution: 1102 .4

Alternate form : 5512/5 , 1102 2/5

PLEASE MARK ME AS BRAINLIEST

Answer: $ 3.57

Step-by-step explanation:

Given: Cost for each sandwich at the local deli shop = $2.55

They sell it at selling price = 140% of 2.55

[Replace 'of' by 'x " and '%' by \(\dfrac{1}{100}\)]

\(=\dfrac{140}{100}\times 2.55\\\\=1.4\times2.55\\\\=\$3.57\)  

i.e. Selling price = $ 3.57

Hence, The sandwich sells for $3.57.

Answer:

3.57

Step-by-step explanation:

Answer:

9x^2 + 17x

Step-by-step explanation:

(5x - 2)(2x + 3)-3(x - 1)^2

12x^2 + 15x - 4x - 6 -3(x - 1)^2

12x^2 + 11x - 6 - 3(x^2-2-2x)

12x^2 + 11x - 6 - 3x^2 + 6 + 6x

9x^2 + 17x

The two equations with infinitely many solutions are the ones in options B and C.

An equation only has infinitely many solutions if we have a true equation that does not depend of x.

For example, if you look at option B, we have:

-76x + 76 = -76x + 76

We have the same expression in both sides, if we subtract it in both sides we get:

0 = 0

This is true, and does not depend of x, so this equation has infinitely many solutions.

The same thing happens for equation C.

76x+76=76x+76

Where we have the same thing in both sides.

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Answer:

x=10

Step-by-step explanation:

Answer:

15.333 inches

Step-by-step explanation:

First find the value of “y" which is the base and it is 8 inches shorter than the length legs of the triangle.

y = x - 8

Then substitute the values in the formula for the perimeter of an isosceles triangle.

Perimeter = 2 (L) + b

38 = 2 (x) + x - 8

38 = 2x + x - 8

38 = 3x - 8

38 + 8 = 3x

3x = 46

x = 15.333 inches

x is the length of the triangle and it's actual value is 15.333 inches