Please answer both i will Mark brainliest

Answer:

5

Step-by-step explanation:

when c = 7,

substitute 7, into 35÷c

35 ÷ 7 = 5

Answer:

x= -5/3

Step-by-step explanation:

f(x)=3x+5

0=3x+5

-3x=5

x=- 5/3

Alternative form: x= -1 2/3, x= -1.6

Answer:

C. 75

Step-by-step explanation:

Yes, because for each input there is exactly one output. Therefore, the relation represented by the mapping diagram is a function.

To determine if the relation represented by the given mapping diagram is a function, we need to check if each input (x value) has exactly one output (y value) associated with it.

From the given mapping diagram, we can see that:

The input value -3 is associated with the output value 0.

The input value -1 is associated with the output value 2.

The input value 1 is associated with the output value 0.

The input value 3 is associated with the output value 2.

The input value 5 is associated with the output value 5.

As we can see, each input value has exactly one output value associated with it. Therefore, the relation represented by the mapping diagram is a function.

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Considering the circle described, the height of the roller coaster is modeled by the following equation:

\(y = \sqrt{900 - x^2}\)

The equation of a circle of center \((x_0, y_0)\) and radius r is given by:

\((x - x_0)^2 + (y - y_0)^2 = r^2\)

In this problem, the roller coaster is represented by a circle centered at the origin, with radius 30, hence:

\(x^2 + y^2 = 30^2\)

\(x^2 + y^2 = 900\)

The height is the value of y, hence, considering it is a positive value:

\(y^2 = 900 - x^2\)

\(y = \sqrt{900 - x^2}\)

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Answer:

3t+2

Step-by-step explanation:

First, we focus on the part with the "t" variable. Then we subtract the values with variables which gets us 3t. Finally, we can't do anything with the +2, so our solution is 3t+2.

Check the picture below.

Answer:

1.25 kg of flour

Step-by-step explanation:

Divide the weight of the flour by the number of bakers that use it.

7.5 / 6 = 1.25

Answer:

-46

Step-by-step explanation:

4(-8x + 5) = -32x - 26

-32x + 20 = -32x - 26

-32x + 32x = -26 - 20

x = -46

Answer:

-32x+20=-32x-26

20=-26

so unequal or undefined

hope this helps

have a good day :)

Step-by-step explanation:

, The fraction equivalent to 3/9 with denominator 3 is the proper fraction p=1/3

A fraction is a part of a whole. In arithmetic, the number is expressed as a quotient, in which the numerator is divided by the denominator. In a simple fraction, both are integers. A complex fraction has a fraction in the numerator or denominator. In a proper fraction, the numerator is less than the denominator.

Given here: The fraction 3/9

Now we can simplify the fraction further by dividing both the numerator and denominator by 3

let p=3/9

then p=3/3 / 9/3

       p= 1/3

Hence, The fraction equivalent to 3/9 with denominator 3 is the proper fraction p=1/3

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Answer:

Almost equals 28°

Step-by-step explanation:

cos(x)= 12/18

x= cos^-1 (12/18)

So it equals 48.1896°

Answer:

(7, 14)

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Equality Properties

Algebra I

Step-by-step explanation:

Step 1: Define Systems

4x + y = 42

y = x + 7

Step 2: Solve for x

Substitution

Step 3: Solve for y

Answer:

es 8

Step-by-step explanation:

Answer:

  86.75

Step-by-step explanation:

Given test scores of 63.5, 76, and 87 that each count for 20% of your grade, you want to know the fourth test score needed for an average of 80, if the fourth test is worth 40% of your grade.

The grade for the course, with fourth test score x, will be ...

  0.20(63.5 +76 +87) +0.40x = 80

  0.40x +45.3 = 80

Solving for x, we get ...

  0.40x = 34.7 . . . . subtract 45.3

  x = 86.75 . . . . . . . divide by 0.4

The minimum score you need on the fourth test is 86.75.

<95141404393>

\(\qquad\qquad\huge\underline{{\sf Answer}}\)

The required inequality that represent the given scenario is :

\(\qquad \tt \dashrightarrow \:x \geqslant 4\)

where, x is height in feet.

Let's interpret the information given:

Let's set 'x' as the hypothetical height of a person

Therefore the inequality should be x ≥ 4

   ⇒ we put x as greater than 4 since the person must be taller than 4

     feet to ride the roller coaster

   ⇒ we also put the '_' under the inequality to signify that the person

        can equal 4 feet in height and still be eligible to ride the roller

        coaster

Hope that helps!

9514 1404 393

Answer:

  d = 1

Step-by-step explanation:

For the number to be divisible by 9, the sum of digits must be a multiple of 9. The sum of digits is ...

  4 + 3 + 7 + d + 0 + 3 = 17 +d

The nearest multiple of 9 is 18, so we have ...

  17 +d = 18

  d = 18 -17 = 1

The value of d is 1.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

False, it can only be used for Right Triangles.

Step-by-step explanation:

Answer:

false

Step-by-step explanation:

If Rick has 18 pounds of glue, he has 18 cups of glue based on the information provided.

If Rick knows that 1 cup of glue weighs 1 pound, and he has 18 pounds of glue, we can determine how many cups of glue he has by dividing the total weight of the glue by the weight of 1 cup.

To find the number of cups of glue, we divide 18 pounds by 1 pound/cup:

Number of cups = 18 pounds / (1 pound/cup)

Dividing 18 pounds by 1 pound gives us:

Number of cups = 18 cups

Therefore, Rick has 18 cups of glue.

To further understand the calculation, let's break it down:

Since 1 cup of glue weighs 1 pound, it means that each cup contributes 1 pound to the total weight.

If Rick has 18 pounds of glue, it implies that he has the equivalent of 18 cups of glue since each cup weighs 1 pound.

Hence, the number of cups of glue that Rick has is 18.

In summary, if Rick has 18 pounds of glue, he has 18 cups of glue based on the information provided.

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Answer:

495

Step-by-step explanation:

using the definition

n\(C_{r}\) = \(\frac{n!}{r!(n-r)!}\)

where n! = n(n - 1)(n - 2) ... × 3 × 2 × 1

then

12\(C_{4}\)

= \(\frac{12!}{4!(12-4)!}\)

= \(\frac{12!}{4!(8!)}\)

cancel 8! on numerator/ denominator

= \(\frac{12(11)(10)(9)}{4!}\)

= \(\frac{11880}{4(3)(2)(1)}\)

= \(\frac{11880}{24}\)

= 495

Answer:

x≥88

88

88≤x≤100

Step-by-step explanation:

83x3=249

249-73-88=88

x≥88

88

88≤x≤100

Number of non-fiction books in the library is 2625.

Ratio is defined as the relationship between two quantities where it tells how much one quantity is contained in the other.

The ratio of a and b is denoted as a : b.

Given that, ratio of fiction to non fiction books = 3/5

For a constant k,

number of fiction books = 3k

number of non fiction books = 5k

Total number of books = 8k

Given that total number of books = 8k

8k = 4200

k = 4200 / 8

k = 525

Number of non fiction books = 5k = 5 × 525 = 2625

Hence there are 2625 non fiction books in the library.

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The art teacher can make a maximum of 24 identical kits using all the crayons and drawing paper for proper distribution.

To determine the largest number of identical kits the art teacher can make using all the crayons and drawing paper, we need to find the greatest common divisor (GCD) of the quantities.

The GCD represents the largest number that can divide all the quantities without leaving a remainder.

The GCD of the quantities of crayons can be found by considering the prime factorization:

72 = 2³ × 3²

48 = 2⁴ × 3

48 = 2⁴ × 3

48 = 2⁴ × 3

The GCD of the crayons is 2³ × 3 , which is 24.

Now, we need to find the GCD of the quantity of drawing paper:

120 = 2³ × 3 × 5

The GCD of the drawing paper is also 2³ × 3 , which is 24.

Since the GCD of both the crayons and drawing paper is 24, the art teacher can make a maximum of 24 identical kits using all the crayons and drawing paper.

Each kit would contain an equal distribution of crayons and drawing paper.

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Answer:

Y = 21 when x=18

X varies 3 numbers subtracted from Y so now it comes as x= 18 then y is plus 3 the the number shown on x which is 18+3 then you get 21.

Answer:

A

Step-by-step explanation:

first term is 12, and following terms are obtained adding 4 to previous term.

The value of x in the equation, as a mixed number in simplest form is solved as: x = 2 2/9.

To solve for a variable, say x, in an equation, it means to find the value of x that will make the equation true. Do this by isolating x in the equation.

Given the equation:

x/−8 = −5/18

Cross multiply

18x = (-5)(-8)

18x = 40

Divide both sides by 18

x = 40/18

x = 2 2/9.

Therefore, the value of x in the equation, as a mixed number in simplest form is solved as: x = 2 2/9.

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The given box plot represented by the data sets in option A and B.

From the given box plot, we have

Minimum value = 3

Maximum value = 18

First quartile (Q1) = 7

Third quartile (Q3) = 13

Median = 10

Option A:

3, 4, 8, 9, 9, 12, 12, 13, 13, 16, 18

Median = 12

First quartile (Q1) = 8

Third quartile (Q3) = 13

Option B:

3, 4, 7, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 7

Third quartile (Q3) = 13

Option C:

3, 4, 8, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 8

Third quartile (Q3) = 13

Option D:

2, 4, 7, 9, 9, 10, 12, 13, 13, 16, 18

Median = 10

First quartile (Q1) = 7

Third quartile (Q3) = 13

Therefore, the correct options are B and D.

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Answer:

20'×15 in 54 inches

Step-by-step explanation:

The Best as a pool should be rectangular in shape and 54inches deep for safety of life's

The volume of the rectangular pool that is 20' x 15' in 54 inches deep is largest.

The volume of the cylinder is the product of the height, pie, and square of the radius.

The volume of the cylinder = \(\pi r^{2}\)h

The volume of the cylindrical pool that has a 3.3 m radius and is 1.8 m deep is;

=  \(\pi r^{2}\)h

\(= 3.14 (3.3)^2 (1.8)\\\\= 61.55 m^3\)

The volume of the rectangular pool that is 20' x 15' in 54 inches deep ;

V = 20 x 15 x 54

V = 16,200 cubic meter.

The volume of the rectangular pool that is 20' x 15' in 54 inches deep is largest.

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Answer:

yes it can my dear yesss trapezoids it can

Answer:

I am not sure about this one

Answer:

Step-by-step explanation:

Based on the information provided, the residual plot makes sense based on the scatter plot.

In the given scatter plot, the points are plotted with horsepower on the x-axis and observed MPG (miles per gallon) on the y-axis. The scatter plot shows the relationship between horsepower and MPG for the motorcycles.

The residual plot, on the other hand, shows the differences between the observed MPG values and the predicted MPG values based on the regression line or model. Residuals represent the vertical distances between the observed data points and the regression line.

Looking at the residual plot, we can see that the residuals are scattered randomly around the zero line. Some residuals are positive, while others are negative, indicating that the observed MPG values deviate both above and below the predicted MPG values.

Given this information, option A is the correct answer: "The random residual plot makes sense because the scatter plot appears to have a linear relationship." The scatter plot does not necessarily suggest a positive or negative relationship between horsepower and MPG. It simply shows the general trend or pattern. The random distribution of residuals in the residual plot indicates that the regression model is capturing the relationship adequately, and the variations or deviations from the regression line are random, which is expected in a good regression model.

The residual plot created by Jorge does make sense as it reflects the negative relationship between horsepower and miles per gallon present in the original scatter plot. As the horsepower increases, the miles per gallon decreases which is depicted accurately in the residual plot made.

The best answer for this is B. The random residual plot makes sense because the scatter plot appears to have a negative relationship. A residual plot is a graph that is used to examine the goodness of fit in regression and ANOVA analysis. It is the differences between the observed and predicted values of data. The points in a residual plot are randomly dispersed around a horizontal axis if the corresponding regression model is appropriate for the data.

In this case, the scatter plot demonstrates a negative relationship between the horsepower of motorcycles and miles per gallon. As the horsepower increases, the miles per gallon decrease. This negative relationship is reflected in the pattern of residuals, which fluctuates around the zero line on the y-axis of the residual plot. Consequently, the random distribution of residuals on Jorge's plot does make sense given the scatter plot data.

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