Marlene made a table to relate the number of T-shirts to the total cost. How can
you tell from the table that the relationship is not proportional?
Number of T-shirt
1
2
3
4
A
The number of T-shirts increases in intervals of one.
B
The rule of multiplying by 8 works for all but 4 T-shirts.
C
The number of T-shirts increases by a different amount than the total cost does.
D
All of the numbers of T-shirts can be multiplied by the same amount to get the cost.

The unknown number, represented by the variable b, is 1/2, which satisfies the equation "Five more than the product of a number and 8 equals 9."

To solve the equation "Five more than the product of a number and 8 equals 9" using the variable b for the unknown number, we can express this statement as an equation:

8b + 5 = 9

To solve for b, we need to isolate the variable on one side of the equation. Let's simplify the equation step by step:

Subtract 5 from both sides to get rid of the constant term:

8b + 5 - 5 = 9 - 5

8b = 4

Divide both sides of the equation by 8 to solve for b:

8b/8 = 4/8

b = 1/2

Therefore, the solution to the equation is b = 1/2. This means that when we substitute b = 1/2 into the equation, the equation will hold true:

8(1/2) + 5 = 9

4 + 5 = 9

Both sides of the equation are equal, confirming that b = 1/2 is the solution.

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Answer:

Step-by-step explanation:

Step-by-step explanation:

Given that:

Worth of gift card = $50

Cost of album purchased = $10.00

Cost per song to purchase = $1.25

Number of songs to purchase = n

Inequality to model the situation :

Cost of album + cost per song * (Number of songs) ≤ worth of gift card

$10.00 + ($1.25 * n) ≤ $50

$10.00 + $1.25n ≤ $50

Answer:

The answer is circle.

Step-by-step explanation:

For all the rest of the shapes, we use certain base x height formulas.  Square uses base x height along with parallelograms and trapezoids. For a triangle, we use \(\frac{base x height}{2}\). Though, for a circle, we use the formula  \(\pi r^{2}\) where r= radius.

The correct answer is: O Yes, distance and angle measure are preserved.

When a triangle ABC is reflected across the line y = x, the pre-image and image are congruent.

This is because the line y = x is the perpendicular bisector of the segment joining each corresponding point of the pre-image and image.

Reflection across the line y = x is a type of transformation known as an isometry, which preserves both distance and angle measure.

Here's why:

Distance preservation:

When a point is reflected across the line y = x, the distance between the original point and its reflection remains the same.

This holds true for all corresponding points of the triangle.

Therefore, the distance between any two corresponding points in the pre-image and image triangle will be equal, resulting in distance preservation.

Angle preservation: When a line segment is reflected across the line y = x, the angle between the line segment and the line y = x is preserved. This means that the corresponding angles in the pre-image and image triangle will be congruent.

Since both distance and angle measure are preserved during reflection across the line y = x, the pre-image and image triangles are congruent.

It's important to note that congruence under reflection across a line holds only when the line of reflection is the same for both the pre-image and image.

If the line of reflection were different, the triangles would not be congruent.

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Answer:

Value of 5 is 500

From right to left ones, tens, hundreds, thousands, ten thousands, hundred thousands

5 is in the hundredth place

Step-by-step explanation:

5x + 2x

that is the same as (5 + 2)x

and that is the same as (7)x = 7x

so, for the second part of the problem we are actually comparing

7x

and

7x - 1

there is therefore no way for the two expressions to deliver the same value for the same x.

the values of 7x are always larger by one than the values of 7x - 1

so, e.g.

x = 1

5×1 + 2×1 = 5 + 2 = 7

7×1 - 1 = 7 - 1 = 6

x = 2

5×2 + 2×2 = 10 + 4 = 14

7×2 - 1 = 14 - 1 = 13

x = 3

5×3 + 2×3 = 15 + 6 = 21

7×3 - 1 = 21 - 1 = 20

x = 4

5×4 + 2×4 = 20 + 8 = 28

7×4 - 1 = 28 - 1 = 27

x = 5

5×5 + 2×5 = 25 + 10 = 35

7×5 - 1 = 35 - 1 = 34

The product of given numbers is 384400.

Multiplication is an operation that represents the basic idea of repeated addition of the same number. The numbers that are multiplied are called the factors and the result that is obtained after the multiplication of two or more numbers is known as the product of those numbers.

Given that, the moon is in an orbit around the earth, and the length of this

orbit is 3.844×100,000 kilometers.

Here, 3.844 multiplied by 1 we get 3.844

When multiplying decimals by 100000, the digits shift five places to the left.

That is, 384400.0

Therefore, the product of given numbers is 384400.

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In calculating the factor A variation, there are two degrees of freedom. In determining the variation of factor B, there are two degrees of freedom.

A two-factor factorial design is an experiment that collects data for all potential values of the two factors of the study. The design is a balanced two-factor factorial design if equivalent sample sizes are used for every of the possible factor combinations.

Suppose we have two components, A and B, each of which has a high number of levels of interest. We will select a random level of component A and a random level of factor B, and n observations will be taken for each experimental combination.

From the data given:

a.

In calculating the factor A variation, there are two degrees of freedom.

In determining the variation of factor B, there are two degrees of freedom.

b.

Finding the degree of freedom using the interaction variation, there are four degrees of freedom.

c.

In finding the random variable, there are 9(4-1) = 27 degrees of freedom.

d.

In calculating the total variable, there are 9*4-1 =35 degrees of freedom.

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Answer:

40 grams

Step-by-step explanation:

Answer: 120-x

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

1126 cups

Step-by-step explanation:

hope this helps :3

if it did pls mark brainliest

Answer:

1126 cups please make this the brainy answer

Answer: I think ts -1/2

Step-by-step explanation: x+3x=-3x-2+3x

4x=-2

4x/4=-2/4

x= -1/2

Step-by-step explanation:

Number of students = 8

Mean of sample = 876/8

= 109.5

We solve for standard deviation using formula:

S = √(Xi -barX)/n-1

S = 25.3264

A.

H0: u = 100

H1: u not equal to 100

T test = barX - u/s/√n

t = 109.5-100/(25.3264/√8)

= 9.5/8.9542

= 1.0609

Df = 8-1 = 7

P value = 0.953141 at 5% significance level. P-value > 0.05 so we fail to reject H0

Conclusion: insufficient evidence that mean = 100

B.

95% = bar x +-t*s/√n

t = 2.365 at 95% and df = 7

109.5 +- 2.365(25.3264/√8)

= 109.5 +- 2.365(8.9542)

= 109.5-21.1768, 109.5+21.1768

= (88.3232, 130.6768)

In conclusion true mean is in the confidence interval, so it is consistent.

Answer:

z > -9

Step-by-step explanation:

Combine like factors.

18 - 5z + 6z > 3 + 6

18 - 5z + 6z > 9

18 + z > 9

Solve for z.

18 + z > 9

(18 + z) - 18 > 9 - 18

z > -9

The complete expression is (2 × x) + (2 × 6). This is an equivalent expression to the given expression.

What is an expression?

A number, a variable, or a combination of numbers, variables, and operation symbols make up an expression. Two expressions joined by an equal sign form an equation.

Given expression is

2 (x+6)

Distributive property: The same outcome is obtained by multiplying the sum of two or more addends by a number as it is by multiplying each addend by the number separately and combining the resulting products.

The mathematical representation is a(b+c) = ab + ac.

Apply the Distributive property in the given expression:

(2×x) + (2×6)

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The probability of not drawing a 5 from the deck is 48/52.

What is probability?

Simply put, probability measures how probable something is to occur. We can discuss the probabilities of various outcomes, or how likely they are, whenever we are unsure of how an event will turn out. Statistics is the study of events subject to probability.

There are 4 number 5's in the deck of 52 cards.

They are as follows:

The 5 of clubs, the 5 of spades, the 5 of hearts, and the 5 of diamonds.

Using the formula,

Probability = (Number of possible outcomes)/(Total number of outcomes)

The probability of drawing a 5 from the deck is 4/52.

The probability of not drawing a 5 from the deck is 48/52.

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Answer:

Step-by-step explanation:

Let x be the side length of the square window. Then the area of the square window is x^2, and the area of the rectangular window is 16 * 4 = 64.

We can write the equation:

x^2 = 64

To solve for x, we can take the square root of both sides:

x = √64

x = 8

Therefore, the side length of the square window is 8 inches.

9514 1404 393

Answer:

  (b)  ... because of the AA similarity postulate

Step-by-step explanation:

The problem statement tells you that you are showing ∠F≅∠C. We already know that ∠A≅∠D, because they are both marked as right angles. Thus the given mapping results in two of the three angles being shown congruent, allowing you to conclude ...

  ΔABC ~ ΔDEF because of the AA similarity postulate . . . . choice B

Answer:

A.

Step-by-step explanation:

The vertical line test is a way of finding out if a relation is a function.

Graph the relation.

Then imagine a vertical line moving from left to right over the graph of the relation.

If the vertical line intersects at most one point of the graph in any position you place the vertical line, then the relation is a function.

This function passes the vertical test since it never intersects more than one point on the vertical line at a time.

Answer: A.

There are two solutions for the equation |1/2x + 1| = 5: x = 8 and x = -12.

To determine the number of solutions for the equation |1/2x + 1| = 5, we need to consider the possible cases based on the absolute value expression.

Case 1: 1/2x + 1 = 5

In this case, we isolate the absolute value expression by subtracting 1 from both sides:

1/2x = 4

To solve for x, we multiply both sides by 2:

x = 8

This is one solution.

Case 2: 1/2x + 1 = -5

In this case, we isolate the absolute value expression by subtracting 1 from both sides:

1/2x = -6

To solve for x, we multiply both sides by 2:

x = -12

This is another solution.

Therefore, we have found two solutions for the equation |1/2x + 1| = 5: x = 8 and x = -12.

It's important to note that the absolute value function |1/2x + 1| can be equal to 5 for both positive and negative values of x, resulting in two solutions.

The absolute value function yields the positive magnitude of the expression inside the absolute value bars, so we consider both positive and negative solutions.  

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The zeros and the multiplicities are

from the question, we have the following parameters that can be used in our computation:

f(x) = (x + 6)³(x - 11)²(x - 6)(x + 5)³

The power of each factor are the multiplicities

So, we have

Zero(s) of multiplicity one:

x - 6 = 0

Zero(s) of multiplicity two:

x - 11 = 0

Zero(s) of multiplicity three:

x + 6 = 0 and x + 5 = 0

When evaluated, we have

Zero(s) of multiplicity one:

x = 6

Zero(s) of multiplicity two:

x = 11

Zero(s) of multiplicity three:

x = -6 and x = -5

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Answer:

anws: 2×a+b= 3.13

Step-by-step explanation:

that's was the factors

Answer:

2/3

Step-by-step explanation:

66.66 percent is closest to the fraction 2/3.

You would have 6,000 nickels. Multiply 40 by 150

There are 6000 Nickels in 150 rolls of Nickle.

To find out the total number of nickels you have, you need to multiply the number of nickels in a single roll by the number of rolls.

Given that there are 40 nickels in a roll and you have 150 rolls..

So, the total number of nickels can be calculated as:

= 40 nickels/roll x 150 rolls

= 6000 nickels.

Therefore, you have 6000 nickels.

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The percentage of boys in the class and also the standard deviation of heights of all the students in the class are 78% and 9 cm respectively

Percentage of the boys in the class deals with a ratio of the boys to the number of students in the class

The given parameters that will help us to get the percentage are

Mean height of the class = 152 cm

Mean height of the boys = 158 cm

The standard deviation of the boys = 5 cm

Mean height of the girls = 148 cm

Standard deviation of the girls = 4 cm

(1) The percentage of boys in the class is

Total mean height = 158 +148 = 306

Percentage = 158/306 * 100 = 51.6%

Then the  percentages 51.6/100 * 152 = 78%

(2) The total standard deviation of all the students

Boys + girls = 5+4 = 9 cm

Therefore, the percentage of boys in the class and also the standard deviation of heights of all the students in the class are 78 students and 9 cm respectively

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The probability, if Greg gets dressed in the dark, that he winds up wearing the white shirt and tan pants is 0.125 or 12.5%.

To find the probability that Greg winds up wearing the white shirt and tan pants while getting dressed in the dark, we need to find out all the possible outfit options. According to the question given, first we nned to find out number of outfit combinations possible.

Total number of Outfit Combinations:

There are 4 shirts: a white one, a black one, a red one, and a blue one and also two pairs of pants, one blue and one tan. So, total number of possible outfit combinations would be 4 * 2 = 8.

No of favourable options:

As given in the question, Greg wears white shirt and tan pants. There is only one white shirt and one tan pant. So, number of favourable options would be only 1 .

Probability = Number of favourable outcomes/Total no. of combinations

Probability = 1/8

Probability = 0.125 or 12.5%

Therefore, the probability, if Greg gets dressed in the dark, that he winds up wearing the white shirt and tan pants is 0.125 or 12.5%.

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5th term of the sequence is -4

To find the 5th term in the sequence, we need to substitute n =  5 into the expression given

 \(a_5\) =  26- 6( 5)  

\(a_5\) =  26- 30

\(a_5\) = -4  

The formula given, an =  26- 6n, represents an  computation sequence with a common difference of-6.

This means that each term in the sequence is  attained by obtain 6 from the  former term.  

It's important to note that the formula is written in general form, meaning that it can be used to find any term in the sequence by simply plugging in the  matching value of  n.

 In this case, we were asked to find the 5th term, so we substituted n =  5 into the formula to get a5 = -4.

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Answer:

\(A.\;\; \left(\dfrac{21}{3}\right)^x\\\\\\C. \;\;\dfrac{7^{x}\cdot3^{x}}{3^{x}}\\\\E. \;\;7^x\)

Step-by-step explanation:

\(\dfrac{21^x}{3^x} = \left(\dfrac{21}{3}\right)^x\)\(21 = 7 \cdot 3\\\\So\; \dfrac{21^x}{3^x} = \dfrac{7^x \cdot 3^x}{3^x}\)
So choice A is correct

\(------------------------\)

\(21 = 7 \cdot 3\\\\So\; \dfrac{21^x}{3^x} \\\\\\= \dfrac{(7\cdot3)^{x}}{3^{x}}=\dfrac{7^{x}\cdot3^{x}}{3^{x}}\)

So Choice C is correct

\(------------------\)

\(\text{SInce $\dfrac{21}{3} = 7$}\\\\\text{ $\left(\dfrac{21}{3} \right)^x = (7)^x = 7^x$}\)

Therefore choice E is correct

All the other three are incorrect

Graph these twο pοints (0, -2) & (4/3, 0) and yοu have yοur slοpe graphed fοr the equatiοn y = 3/2x -2.

What is an equatiοn?  

An equatiοn is a mathematical statement containing two algebraic expressiοns flanked by equal signs (=) on either side.

It shows that the relationship between the left and right printed expressiοns is equal.

All fοrmulas have LHS = RHS (left side = right side).

Yοu can sοlve equatiοns tο determine the values οf unknοwn variables that represent unknοwn quantities.

If a statement does not have an equals sign, it is not an equatiοn. A mathematical statement called an equatiοn cοntains the symbοl "equal tο" between twο expressiοns οf equal value.

Tο find the x-intercept, substitute y = 0 and sοlve fοr x. Tο find the y-intercept, substitute x = 0 and sοlve fοr y.

y = 3/2(0) -2

y = -2

⇒ (0, -2)

And for x

0 = 3/2x -2

2 = 3/2x

x = 4/3

(4/3, 0)

Now graph these two points and you have your slope graphed

Hence, The graph of the equation is given below.

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