To raise funds for uniforms and travel expenses, the soccer team is holding
a car wash in a part of town with a lot of car and truck traffic. The team
spent $90 on supplies like sponges and soap. They plan to charge $10 per
car and $20 per truck. Their goal is to raise $460.

Question: how many cars do they have to wash if they washed t trucks??

The given expression is:

(23^20-53^19)/(-9)^9

This is a mathematical expression that involves multiple operations. The first step is to understand the order of operations, or PEMDAS (Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction)

Parentheses: The expression does not contain any parentheses, so we can move on to the next step.

Exponents: The first term, 23^20, contains an exponent. The exponent operator (^) has higher precedence than the multiplication operator (), so we will simplify the exponent first. 3^20 is equal to 3 raised to the power of 20, which is equal to 3 * 3 * 3 * ... * 3 (20 times) = 59,049. Therefore, the first term is now 2 * 59,049.

The second term 5*3^19 also contains an exponent, so we simplify it in the same way as the first term. 3^19 is equal to 3 * 3 * 3 * ... * 3 (19 times) = 7,29,043. Therefore, the second term is now 5 * 7,29,043.

Multiplication and Division: After simplifying the exponents, we can see that the expression contains both multiplication and division. Since division has the same precedence as multiplication, we can simplify the expression from left to right.

The first term 2 * 59,049 is the product of 2 and 59,049. Multiplying these two numbers gives us 118,098.

The second term 5 * 7,29,043 is the product of 5 and 7,29,043. Multiplying these two numbers gives us 36,45,215.

The third term is the division of two terms. We have (23^20-53^19) / (-9)^9

Subtraction : Now we have the subtraction of two terms (118,098 - 36,45,215)

Now we have the division of two terms (-35,27,117) / (-9)^9. In this step, we are dividing the subtraction with -9 raised to the power of 9

The final step is to simplify the division. -9^9 is equal to -9 * -9 * -9 * -9 * -9 * -9 * -9 * -9 * -9 = -3486784401.

So the final expression is -35,27,117/-3486784401.

The expression is a very large negative number divided by a very large negative number, which results in a very small positive number.

We can see from the graphs that only two of the graphs represents a linear relationship.

A linear relationship is one which obeys the relation; y = mx + c. The slope of a straight line graph remains the same irrespective of the pair of points used to measure the slope along the line.

The required graphs are attached to this question. We can see from the graphs that only two of the graphs represents a linear relationship.

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The rate (in km/h) at which the distance from the plane to the radar station is increasing a minute later is 0 km/h (rounded to the nearest whole number).

To solve this problem, we can use the concepts of trigonometry and related rates.

Let's denote the distance from the plane to the radar station as D(t), where t represents time. We want to find the rate at which D is changing with respect to time (dD/dt) one minute later.

Given:

The plane is flying with a constant speed of 360 km/h.

The plane passes over the radar station at an altitude of 1 km.

The plane is climbing at an angle of 30°.

We can visualize the situation as a right triangle, with the ground radar station at one vertex, the plane at another vertex, and the distance between them (D) as the hypotenuse. The altitude of the plane forms a vertical side, and the horizontal distance between the plane and the radar station forms the other side.

We can use the trigonometric relationship of sine to relate the altitude, angle, and hypotenuse:

sin(30°) = 1/D.

To find dD/dt, we can differentiate both sides of this equation with respect to time:

cos(30°) * d(30°)/dt = -1/D^2 * dD/dt.

Since the plane is flying with a constant speed, the rate of change of the angle (d(30°)/dt) is zero. Thus, the equation simplifies to:

cos(30°) * 0 = -1/D^2 * dD/dt.

We can substitute the known values:

cos(30°) = √3/2,

D = 1 km.

Therefore, we have:

√3/2 * 0 = -1/(1^2) * dD/dt.

Simplifying further:

0 = -1 * dD/dt.

This implies that the rate at which the distance from the plane to the radar station is changing is zero. In other words, the distance remains constant.

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Answer:

5

Step-by-step explanation:

60-25=35

35-20=15

15-10=5

5 people dont play either of them

Answer:

25

Step-by-step explanation:

To solve this, we can add the number of basketball players and the number of volleyball players:

25 + 20 = 45

But we know that there are ten players who are counted twice because they play both. So we subtract 10:

45 - 10 = 35

And that is the total number of students who play either basketball or volleyball. Now to figure out those that play neither sport we subtract the number of students by the number of players:

60 - 35 = 25

That’s the number of students who don’t play one of those sports.

Answer:

answer is c hope this helps

Step-by-step explanation:

To make the fractions equivalent, we need to find the missing numerators that would make them equal. Let's fill in the missing numerators:

1/2 and __/8

To make the fractions equivalent, we can multiply both the numerator and denominator of the first fraction by 4:

1/2 and 4/8

Now, the fractions are equivalent.

---

4/12 and __/60

To make the fractions equivalent, we can multiply both the numerator and denominator of the first fraction by 5:

4/12 and 20/60

Now, the fractions are equivalent.

---

2/3 and __/12

To make the fractions equivalent, we can multiply both the numerator and denominator of the first fraction by 4:

2/3 and 8/12

Now, the fractions are equivalent.

---

4/4 and __/8

To make the fractions equivalent, we can multiply both the numerator and denominator of the first fraction by 2:

4/4 and 8/8

Now, the fractions are equivalent.

hello

to solve this question, we need to write out an equation to relate both accounts

first of all,

let John be represented by x

let Jess be represented by y

from the question, John has $25 in his account more than Jess.

we can write that out as

the equation to represent John's account is written as x = y + 35

but we already know what Jess has in his account?

we can simply substitute the value into the equation and solve for x

from the calculations above, John has $60 in his account

The situation Veronica receives $21 for babysitting, and then spends the same amount, $21, on a new shirt quantities combine to make 0.The correct answer is option C.

When we add +21 (the money she receives) and subtract -21 (the money she spends), the result is 0. This means that the net change in Veronica's money is zero, indicating that the quantities combine to make 0.

In situations A, B, and D, the quantities do not combine to make 0. In situation A, the player earns 4 points for getting an answer right and then earns an additional 4 points for making it around the board.

The total points earned in this situation would be 8, which is not equal to 0.

In situation B, the car is initially filled with 10 gallons of gas, but then half of that, which is 5 gallons, is used on a day's drive. The remaining fuel in the car would be 5 gallons, which is also not equal to 0.

In situation D, the bird flies 25 feet up in the air and then 25 feet across to its nest. The total distance traveled by the bird would be 50 feet, which is not equal to 0.

Therefore, only in situation C, where Veronica receives and spends the same amount of money, do the quantities combine to make 0.

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The probable question may be:

In which of these situations do the quantities combine to make 0?

A. A player a game earns 4 points for getting an answer right. She then earns 4 points for making it around the board.

B. A car is filled with 10 gallons of gas. Half of the 10 gallons are then used on a day's drive.

C. Veronica receives $21 for babysitting. She then spends $21 on a new shirt.

D. A bird flies 25 feet up in the air. It then flies 25 feet across to its nest.

Answer:

O No

Explanation:

Given equation: y = 13x + 12

To check if (2, 8) is a solution of the given equation.

Substitute x and y value in equation and check if it is true.

\(\rightarrow y = 13x+12\)

(x, y) = (2, 8)

\(\rightarrow 8 = 13(2)+12\)

simplify

\(\rightarrow 8 = 38\)

This following statement is false and hence (2, 8) is not a solution.

Answer:

Step-by-step explanation:

i) (64+39+18)/(175)=0.691

ii) 64/(64+17)=0.79

iii) 18/(18+15)=0.55

(1) The proportion of branches that are profitable 121/175.

2) Proportion of branches from an urban location that is profitable 64/175.

3) The proportion of branches from a rural location is profitable 33/175.

It is given that:

From the sample of 175 branches,

                Profitable Not Profitable

Urban                64                17

Suburban          39               22

Rural                  18                15

Total number of samples = 175

Proportion is a part, share, or number considered in comparative relation to a whole.

(1) The proportion of branches that are profitable:

= (64+39+18)/175

=121/175

2) Proportion of branches from an urban location that is profitable:

=64/175

3) The proportion of branches from a rural location is profitable:

=(18+15)/175 = 33/175

Therefore, (1) The proportion of branches that are profitable 121/175.

2) Proportion of branches from an urban location that is profitable 64/175.

3) The proportion of branches from a rural location is profitable 33/175.

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Answer:

yup your answer is correcto

Step-by-step explanation:

The given information does not provide any clear indication for determining the position that should be taken on 3/01 and 3/02. Without additional information, it is not possible to make a decision. The table only displays the closing prices of the July GBP Futures Contract on different days, and it is unclear what trading strategy or what scenario is being considered. Additional information about the goals and objectives, the market conditions, and other relevant factors would be necessary to make a decision about trading positions.

The sine equation for the object's height is given as follows:

d = -5sin(0.24t).

The standard definition of the sine function is given as follows:

y = Asin(Bx) + C.

The parameters are given as follows:

The amplitude for this problem is of 5 inches, hence:

A = 5.

The period is of 1.5 seconds, hence the coefficient B is given as follows:

2π/B = 1.5

B = 1.5/2π

B = 0.24.

The function starts moving down, hence it is negative, so:

d = -5sin(0.24t).

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Answer:

A

Step-by-step explanation:

Answer:

Answer is A

Step-by-step explanation:

By the diagram, you can see that there is a right angle on a straight line, meaning that the other side is a right angle, also known as 90 degrees. To figure out x, you need to add the equation together on the other side of the equation where 90 degrees goes.

Hope this helped! :D

The set containing all the colors of the marbles is given as follows:

{blue, yellow, purple, green, pink}.

A set of elements is composed by elements that respect a given characteristic, or are present in an experiment.

In this problem, we need to find the colors present in each marble, which are given as follows:

Then we have to list all these colors in a set, which are opened and closed by the brackets {}.

The color blue appears in both sets, however, it will appear only once in the set of the colors, as the elements are not repeated.

Thus, the set containing all the colors of the marbles is given by the set presented as follows:

{blue, yellow, purple, green, pink}.

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Answer:

A. True

Step-by-step explanation:

This statement is True. An Identity is an equation that is true for all values (of x). An Equation is only true for certain values (of

Answer:

A true

i hop this helps

The function that would have the greatest value at x = 16 include the following: B. y = x² - 17x + 182.

In Mathematics and Geometry, a function is a mathematical equation which defines and represents the relationship that exists between two or more variables such as an ordered pair in tables or relations.

In this exercise, we would determine the corresponding output value for this function of y based on the x-value (x = 16) in simplified form as follows;

\(y = 10^{16}\)

y = 10,000,000,000,000,000.

y = x² - 17x + 182

y = 16² - 17(16) + 182

y = 256 - 272 + 182

y = 166.

\(y = 1.17^x\\\\y = 1.17^{16}\)

y = 12.330304108137675851908392069373.

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The value of x is 9.

Given,

Trapezoid with two bases and median.

base 1 = 44

base 2 = 2x + 10

median = 36

Now,

In trapezoid two bases will be parallel to each other.

Median = 1/2(sum of two bases)

From the formula of median the value of x will be,

Median = 1/2( base 1 + base 2 )

Substitute the values,

36 = 1/2( 44 + 2x + 10 )

72 = 54 + 2x

x = 9

Hence both the bases of trapezoid are obtained.

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Answer:

48 years old

Step-by-step explanation:

Let x = Mikhail's age

then x-15 = Gabrielle's age

x + x-15 = 81

2x-15 = 81

2x = 96

x = 48 years old

Answer:

44

Step-by-step explanation:

x+(x-12)=76

2x-12=76

2x=76+12

2x=88

x=88/2

x=44

The graph shows that Connor traveled a total of seven blocks from his house to the store and then from the store to the bank.

Graph is a data structure used to represent data in a visual way. It is composed of a set of nodes and edges, where each node represents an object and each edge represents a connection between two objects. Graphs can be used to represent a variety of data structures, such as a network of roads, a family tree, or a list of friends. Graphs are powerful tools for understanding complex relationships in data.

It also shows that he stayed at the store and the bank for five and seven minutes respectively. After leaving the bank, he drove the remaining four blocks back home.

The graph also reveals that Connor was driving at a steady pace between the store and the bank and that the total journey time was twenty-two minutes. This time could have been reduced if he had driven faster. However, it is possible that he was being cautious due to the traffic or other conditions.

Overall, the graph provides a visual representation of Connor's journey and his decisions along the way. It also provides insight into his driving habits, as well as his ability to manage his time. Based on this data, it is clear that Connor was able to complete his errands in an efficient manner.

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According to the formula speed = distance / time The rate in miles per hour is 4.54

If you know how far something has traveled and how long it took to get there, you can calculate its average speed. Speed is calculated as follows: speed = distance * time. Knowing the units for distance and time is necessary to calculate the units for speed.

Rachel jogs 20 feet in 3 seconds

then by the formula

speed = distance/time

speed = 20 feet / 3 seconds

speed = 6.666667 feet per hour

but this speed is in feet per seconds to convert the speed from feet per seconds to miles per hour we need to multiply by 0.681818,

speed = 6.66667*0.681818

speed = 4.5454 miles per hour

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The graphical solution of the linear program is (A, B ) = (100, 80).

The graphical solution of the linear program is determined by creating a plot of function A and graph of function B, and determine the point the point of intersection of the lines.

The given function of the linear program;

1A ≤ 100

1B ≤ 80

2A + 4B ≤ 440

The expression can be simplified further as;

2A + 4B ≤ 440

divide both sides of the equation by 2;

2A/2 + 4B/2 ≤ 440/2

A + 2B ≤ 220

From the graph of A and B plotted, the solution of the graph is obtained at the intersection of line A and line B, indicated by the red line.

(A, B ) = (100, 80).

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The blue figure is moved 5 units to the right (T(5, 0)), reflected in the y-axis (r(y-axis)), and then rotated 90 degrees counterclockwise (R(-90)).

Translation: Move the blue figure 5 units to the right (translation of 5 units to the right, denoted as T(5, 0))

Reflection: Reflect the figure in the y-axis (denoted as r(y-axis))

Rotation: Rotate the figure 90 degrees counterclockwise (denoted as R(-90))

The series of transformations that moves the blue figure to the red figure is T(5, 0) followed by r(y-axis) followed by R(-90).To better understand this, let's break down the transformations. The first transformation is a translation, which is a movement of a figure from one location to another. In this case, the figure is being moved 5 units to the right. This is denoted as T(5, 0).The second transformation is a reflection, which is a flip of a figure over a line or axis. In this case, the figure is being reflected in the y-axis. This is denoted as r(y-axis).The third transformation is a rotation, which is a turn of a figure around a point. In this case, the figure is being rotated 90 degrees counterclockwise. This is denoted as R(-90).Therefore, the series of transformations that moves the blue figure to the red figure is T(5, 0) followed by r(y-axis) followed by R(-90).

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Answer:

60

Step-by-step explanation:

The volume of the slice is 40 in³. The volume of the remaining cake is 197.014 in³.

A regular hexagon is defined as a closed shape consisting of six equal sides and six equal angles.

Here we have two regular hexagons

one top small hexagon cake with side length = 3 in, height = 3 in

One big hexagon cake, side length = 4 in, Height = 4 in

A slice cut such that it removes a side segment is equivalent to an equilateral triangle with side length = length of hexagon side

Also, all angles within the equilateral triangle are 60° each

Therefore, the length of the side of the removed equilateral triangle side

Top small cake slice triangle side = 3 in.

Area of surface of small slice = 1/2 x b x h = 1/2 x 3 x 3 x sin 60

                                                 = 9√3/ 4

The volume of a small slice  

=  Area of surface small slice × Height of small cake

= 9√3/ 4  x 3

= 11. 69

Big cake slice triangle side = 4 in.

Area of the surface of big slice = 1/2 x 4 x 4 x sin 60

                                                     = 4√3

The volume of big slice =  Area of surface of big slice × Height of big slice

= 16√3

= 28

Total volume of slice = Volume of small slice + Volume of big slice

Total volume of slice = 12 in³ +28 in³ = 40 in³

For the small cake, the remaining volume = 5 x 11.69 = 58.45

For the big cake the remaining volume = 5 x 27.71 = 138.56

Total volume remaining cake = 58.45 in³ + 138.56 in³ = 197.014 in³

a = Length of side

h = Height of hexagon

The volume of each slice is, therefore,

= a^2 x h x √3/4

For the small cake, we have

a = 3 in.

h = 3 in.

Volume of small slice = a^2 x h x √3/4

                                    = 9 x 3 x √3/4 = 27√3/4

For the big cake, we have

a = 4 in.

h = 4 in.

Volume of big slice =  a^2 x h x √3/4

                                 = 16 √3

The total volume of slice = Volume of small slice + Volume of a big slice

Total volume of slice = 27√3/4 + 16 √3

The total volume of slice = 39404 in³.

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Answer:

Z

Step-by-step explanation:

The probability that she will make a basket on or before her last attempt within her average waiting time are 1/8 and 2/8

Probability of an event is a measurement of how likely an event can occur as an outcome of a random experiment;

Probability ranges from 0 to 1, both inclusive. Events whose probability is closer to 0 are rarer to occur than those whose probabilities are closer to 1 (relatively);

When converted to percentage, we just need to multiply its decimal representation by 100. In percentage form, the probability ranges from 0% to 100%;

Given:

Hannah makes 5 out of 8 attempted free-throws.

Now,

The average waiting time of hannah to make her first basket is 5/8

The probability of hannah making basket at her last attempt is 1/8

The probability of hannah making basket before her last attempt is 2/8

Hence, the probabilty will be 1/8 and 2/8;

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Given the system

To solve it you have apply the addition method, this means that you have to add both equations.

You have to keep in mind that is only valid to add the terms that have the same variables.

The solution is 9x-y=20

Answer: D

Step-by-step explanation:

To determine which ordered pair is a solution to the inequality, we can substitute the values of x and y into the inequality and check if it is true.

Let's start with ordered pair A (80, 6):

1/4x ≤ 7/3y + 2

1/4(80) ≤ 7/3(6) + 2

20 ≤ 14 + 2

20 ≤ 16

This is not true, so ordered pair A is not a solution to the inequality.

Now let's try ordered pair B (48, 9):

1/4x ≤ 7/3y + 2

1/4(48) ≤ 7/3(9) + 2

12 ≤ 21 + 2

12 ≤ 23

This is also not true, so ordered pair B is not a solution to the inequality.

Next, let's try ordered pair C (40, 3):

1/4x ≤ 7/3y + 2

1/4(40) ≤ 7/3(3) + 2

10 ≤ 7 + 2

10 ≤ 9

This is false, so option C is not a solution to the inequality.

Finally, we have option D: (2, -6)

1/4(2) ≤ 7/3(-6) + 2

1/2 ≤ -14 + 2

1/2 ≤ -12

This is true, so option D is a solution to the inequality.

Therefore, the answer is D: (2, -6).