Use the defined variables for the verbal model to write an equation in slope-intercept form that relates the variables.
$2/pound × Pounds of peaches + $1.50/pound × pounds of apples = $15
Let x represent the number of pound of peaches.
Let y represent the number of pounds of apples.
An equation is y = ___
Graph the equation.
An equation is y = -4x/3 + 10.
A graph of the equation is shown in the image attached below.
How to write an equation to model this situation?In order to write and graphically solve an equation that model this situation, we would assign variables to the number of pound of peaches and number of pounds of apples respectively, and then translate the word problem into algebraic equation as follows:
Let the variable x represent the number of pound of peaches.Let the variable y represent the number of pounds of apples.Next, we would translate the word problem into an algebraic equation as follows;
$2/pound × Pounds of peaches = 2x.
$1.50/pound × pounds of apples = 1.50y
Combining the two expressions above, we have the following:
2x + 1.50y = 15
Making y the subject of formula, we have:
1.50y = 15 - 2x
y = (15 - 2x)/1.50
y = -4x/3 + 10
Therefore, an equation in slope-intercept form that relates the variables is y = -4x/3 + 10.
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Which is the graph of the equation y-1=(x-3)?
O
(-31).
10
CO
8
fi
Q
4.
y
Answer:
The graph of the equation "y - 1 = (x - 3)" is a straight line.
To graph this equation, we can start by rearranging the equation to get "y = x - 3 + 1". This simplifies to "y = x - 2".
This equation is in slope-intercept form, which means that the slope of the line is given by the coefficient of the x term, and the y-intercept (the point where the line crosses the y-axis) is given by the constant term. In this case, the slope is 1 and the y-intercept is (-2, 0).
To graph the line, we can start by plotting the y-intercept at the point (0, -2). Then, we can use the slope of 1 to find a second point on the line and draw a straight line through these two points. The graph of the equation "y = x - 2" is shown below:
[asy]
unitsize(1.5cm);
draw((-1.5,0)--(1.5,0));
draw((0,-2.5)--(0,2.5));
draw((-1.5,-2)--(1.5,2),dashed);
label("$x$", (1.5,0), E);
label("$y$", (0,2.5), N);
[/asy]
The graph of the equation "y - 1 = (x - 3)" is the same as the graph of the equation "y = x - 2", except that all the y-values on the graph are increased by 1. This means that the graph of the equation "y - 1 = (x - 3)" is obtained by shifting the graph of "y = x - 2" upward by 1 unit. The graph of the equation "y - 1 = (x - 3)" is shown below:
[asy]
unitsize(1.5cm);
draw((-1.5,0)--(1.5,0));
draw((0,-2.5)--(0,2.5));
draw((-1.5,-1)--(1.5,3),dashed);
label("$x$", (1.5,0), E);
label("$y$", (0,2.5), N);
[/asy]
The answer choices given in the question do not match the description of the graph of the equation "y - 1 = (x - 3)". "O" does not match the description of the graph, as it is not a graph of a straight line. "(-31)" and "10" do not match the description of the graph, as they are not graphs at all. "CO" does not match the description of the graph, as it is the graph of a circle, not a straight line. "8" does not match the description of the graph, as it is the graph of an exponential function, not a straight line. "fi" does not match the description of the graph, as it is not a graph of a function. "Q" does not match the description of the graph, as it is not a graph at all. "4." does not match the description of the graph, as it is not a graph of a function. "y" does not match the description of the graph, as it is not a graph at all.
F(x)=2 sin (1/2x)+1
What is the midline of the function
Answer:
Step-by-step explanation:
Its A
3
Use the drawing tool(s) to form the correct answer on the provided graph.
The function f(x) is shown on the provided graph.
Graph the result of the following transformation on f(x).
Drawing Tools
Select
Line
Click on a tool to begin drawing
-10
-8
f(z) + 6
-6
4
-2
10-
8-
6
Delete
Undo
Reset
10
-1 on the left x-axis and 4 on the right y-axis.
Start at -2 on the y-axis, move up the y-axis six times, and you should arrive at 4. However, you must identify the first line in order to complete the puzzle.
Start at -2 on the y-axis, count up until it is on a corner of the graph, then move 4 up on the y-axis and once to the right, making the fraction 4/1.
Since you should be at 4, apply the formula rise/run 4/1 to ascend 6 on the y-axis.
step 1: ascend the y-axis six times.
Step 2: Use 4/1 to increase from the y-4 axis's by 1 to the right
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Find the missing angle. Find x.
Which expression could be used to determine the product of –4 and 3 and one-fourth?
(negative 4) (3) times (negative 4) (one-fourth)
(negative 4) (3) + (negative 4) (one-fourth)
(3) (negative 4) times (3) (one-fourth)
The expression which could be used to determine the product of -4 and 3 and one-fourth as required is; negative 4) (3) + (negative 4) (one-fourth).
Which expression can be used to determine the product of the given word phrase?As evident in the task content; the expression which could be used to determine the product of; -4 and 3 and one-fourth is required to be determined.
Since the given expression is; -4 and 3 and one-fourth; we have that;
-4 × 3 ¼
However, since 3 ¼ can be written as; ( 3 + ¼ ), it follows that we have;
-4 × ( 3 + ¼ )
Ultimately, the resulting expression using the distributive property is;
( -4 ) ( 3 ) + ( -4 ) ( ¼ )
Therefore, the correct answer is; (negative 4) (3) + (negative 4) (one-fourth).
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Models come in different scales. A model of a G-scale railroad car has a scale ratio of 1:22.5, and the model is 3 in tall, how tall is the actual car?
Please help me answer this, this is due on Monday for me!!!
Write an equation in standard form passing through the given point and parallel to the given line: (-1,-1) y = - x - 5
A: x - y = -2
B: x + y = 0
C: x - y = 0
D: x + y = -2
Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.
What is standard form?The process of expressing a specific element in mathematics in the most typical way is known as standard form. Every element of mathematics, including big and small numbers, equations and lines, is designated in a standard form.
A standard form is a way of expressing a certain mathematical idea, such as an equation, number, or expression, in a way that adheres to a set of rules. The standard form is used to clearly represent extremely large or extremely small numbers.
To write an equation in standard form passing through the (-1,-1) and parallel to y = - x - 5, we need to find y-intercept form first
We know that parallel lines have same slope, so
y - y1 = m(x - x1)
y -(-1) = -1(x -(-1)
y + 1 = -x - 1
y = -x - 2
y + x = -2
Thus, Option D, x + y = -2 is the equation in standard form passing through the (-1,-1) and parallel to y = -x - 5.
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Rick claims that the equation
×2 + 5x + 9 = 0 has no solution. Jenny claims that there are two solutions. Explain how Rick could be correct, and explain how Jenny could be correct.
Answer: Both Rick and Jenny could be correct because we do not know what "x" is.
Step-by-step explanation:
The purpose of the variable "x" is to substitute it for an unknown number. Since we do not know what "x" is we can not solve the equation. We can only add like terms.
I hope this helps :)
Which equation has 1 solution? A. (W)=-2. B. (W)=1. C. (W)=-1. D. (W)=0
An equation which has one (1) solution include the following: D. |W| = 0.
What is an absolute value function?In Mathematics, an absolute value function can be defined as a type of function that is composed of an algebraic expression, which is placed within absolute value symbols and measures the distance of a point on the x-coordinate to the x-origin (0) of a cartesian coordinate (graph).
Mathematically, an absolute value function can be represented by this mathematical expression:
|x| = x, x ≥ 0.
|x| = x, x < 0.
Generally speaking, an equation or absolute value function would have exactly one (1) solution when there is only one (1) value for the variable (W) that makes the equation to be true as shown below:
|W| = 0
W = ±0
W = 0
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What does 69 divided by 310.5 equal in decimal form?
Select all the correct answers. A farmer wants to build two fenced-off sections within his field, one in the shape of a rectangle and the other in the shape of a square. The side of the square must be equal to the width of the rectangle, x feet. The length of the rectangle must be 50 feet longer than its width. The field the farmer wants to build the two fenced sections in has an area of y square feet. The difference of the area of this field and the area of the fenced, square section needs to be at least 1,000 square feet. In addition, the sum of the fenced areas must be less than the area of the field. This is the system of inequalities that represents this situation. Which points represent viable solutions?
(20, 2,200) and (5, 3,000) are the viable solutions of the given inequality.
What is Inequality?A relationship between two expressions or values that are not equal to each other is called 'inequality.
Given that the side of the square must be equal to the width of the rectangle, x feet.
The length of the rectangle must be 50 feet longer than its width
The field the farmer wants to build the two fenced sections in has an area of y square feet.
The difference of the area of this field and the area of the fenced, square section needs to be at least 1,000 square feet
the sum of the fenced areas must be less than the area of the field.
y≥x²+1000
y>2x²+50x
(20, 2,200) and (5, 3,000) are the viable solutions
Hence, (20, 2,200) and (5, 3,000) are the viable solutions of the given inequality.
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Pls help me I beg u I need help with the red ones
Answer:
see below
Step-by-step explanation:
You want the ingredient quantities for several different multiples of the basic recipe.
Table ValuesTo fill the table, consider what the column heading is as a multiple of the recipe for 12 people. Use that multiplier for the rest of the numbers in the column.
[tex]\begin{array}{ccccc}\text{12 people}&\times2&\times3&\times\dfrac{1}{3}&\times\dfrac{1}{2\vphantom{g_g}}\\\cline{1-5}1\text{ cup}&2&3&\dfrac{1\vphantom{b^b}}{3\vphantom{g_g}}&\dfrac{1}{2}\\3\text{ cups}&6&9&1&1\dfrac{1}{2}\\2\text{ cups}&4&6&\dfrac{2}{3\vphantom{_g}}&1\\\dfrac{1}{2}\text{ cup}&1&1\dfrac{1}{2}&\dfrac{1}{6}&\dfrac{1\vphantom{^b}}{4\vphantom{_g}}\\1\dfrac{\vphantom{^b}1}{3}&2\dfrac{2}{3}&4&\dfrac{4}{9}&\dfrac{2}{3}\end{array}[/tex]
Which of the following points is shown in the graph below? Question 5 options:
The point shown on the graph is
(4, -5, 6)
How to find the points shown on the graphAn ordered triplet of lines (the axes) that are pair-wise perpendicular and pass through the same point (the origin) make up a Cartesian coordinate system for a three-dimensional space.
Each axis also has an orientation, and the length of all three axes is equal.
In ordered triplet, the order of the axis is (x, y, z)
z is vertical up positive and down negative
y is horizontal right is positive and left is negative
x is the axis pointing to us which is positive pointing away is negative
Using this information, to trace the point shows that the point marked by a dot is (4, -5, 6).
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A ball is launched from a 25.48-meter tall platform. The equation
for the ball's height h at time t seconds after launch is h (t) =
-4.9t² + 2.94t + 25.48, where his in meters. When does the object
strike the ground?
Therefore the solution of the given question of equation comes out to be the object will hit the ground after 6 seconds.
Define equation.Two variables that are equal—one on each side of a "equals" sign—are represented mathematically by an equation. Equations can be used to solve problems in daily life. To tackle challenges in real life, we frequently seek pre algebra assistance. The very foundation of mathematics is pre-algebra.
Here,
Given : -4.9t² + 2.94t + 25.48
Then,
To find the When does the object strike the ground :
We get :
=> -4.9t² + 2.94t + 25.48 = 0
Using discriminant formula
We find the value of t:
=> t = -19.6 ±[tex]\sqrt{19.6^{2} - 4 (-4.9)(25.48)}[/tex] / 2(-4.9)
=> t =-2 or 6
So we neglect -2
So solution for t = 6 seconds
Therefore the solution of the given question of equation comes out to be the object will hit the ground after 6 seconds.
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Which of the following shows the prime factorization of using exponential notation?
Which of the following shows the prime factorization of using exponential notation?
Which of the following shows the prime factorization of using exponential notation?
Which of the following shows the prime factorization of using exponential notation?
Which of the following shows the prime factorization of using exponential notation?
how do i simplify 12 /16 to the lowest terms and find equivalent fraction that has a denominator of 32
The prime factorization of 72 using exponential notation is 2³ x 3².
What is Prime Factorization?Prime factorization is a process of writing all numbers as a product of primes.
Given:
Prime factorization is representing a number in form of products of its primes.
Consider the given number 72
72 = 2 x 2 x 2 x 3 x 3
So, 72 can be written as 2 × 2 x 2 × 3 × 3.
Thus, exponential notation it can be written as 2³ x 3².
Also, Simplifying 12 /16 as
= 12/16
= 3/4
and, the equivalent fraction whose denominator is 32.
Then, 3/4 = x/32
4x = 96
x = 24
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Someone pls help!!
Construct a circle through points
X, Y, and Z.
Answer:
Here is an example. Check out the uploaded image.
Step-by-step explanation:
Draw Points XY using a Straight Line
Draw a bisector in the middle of the line
Repeat Procedure for lines XZ and YZ
Where the two lines meet is the Center
Extend the compass from the center to any point and complete the circle.
HELP with this equation
Answer:
83°
Step-by-step explanation:
-4m+51-4m+42= 158°
-8m+94= 158
-8m= 64
m= -8
JMK= -4m+51
= -4(-8)+51
= 32=51
= 83°
please help me with this
Answer: 630
Step-by-step explanation:
Evaluate 9du when d=10 and u=7
⇒9du
input the values of d and u
⇒9 (10)(7)
⇒9 × 10 × 7
⇒630 answer.
hope that helps...
Answer:
630
Step-by-step explanation:
as the problem shows that the variable for d = 10, and u = 7.
it asked to solve 9du (or 9 × d × u )
we can plug in the numbers into the variables:
9 × 10 × 7
9 × 10 = 90 × 7 = 630
-our classmates were asked to decorate /5 or the bulletn boara In a classroom They divided the section to be decorated equally among the 4 classmates. Whe fraction of the entire bulletin board did each classmate decorate? (5.NF.7)
The fraction of the entire bulletin board decorated by each classmate is N/20.
Fraction of a number.Fraction is a mathematical expression which is made up of denominator and a numerator. So that fractions may generally be categorized into 3 types. These are: proper fraction, improper fraction, and mixed fraction.
Considering the given question, let the size of the bulletin board be represented by N.
The section of the bulletin board to be decorated = 1/5 * N
= N/ 5
There are 4 classmates that has been selected to divide the section to be decorated equally among themselves. So.
Fraction of the board to be decorated by each student = (N/ 5)/ 4
= 1/20 N
The fraction of the board to be decorated by each student is N/20.
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The sum of the age of a girl and her brother is 34. The girl is 8 years older than her heather, how old is her brother
Answer:
26
Step-by-step explanation:
if she is 8 years older, then is just 34-8 which is 26
If given the following scenario: The half-life of Sodium-24 is 15
hours. If you start with 352 grams of Sodium-24 how much would
be left after 8 days?
0.049 grams
Approximately 0 grams
1.375 grams
95.965 grams
Sodium has two radioactive cosmogenic isotopes (22Na, half-life = 2.605 years; 24Na, half-life = ~ 15 hours) that have been used as tracers in hydrologic studies.
Sodium-24 how much would be left after 8 days?Sodium-24, a radioactive isotope having a half life of 15 hours is used medically in blood studies and it decays by beta decay.
Na has received considerable attention in hydrologic research because it is a mobile element that participates in precipitation and dissolution reactions in ground water (clay formation, albitization of plagioclase). Their short half-lives (i.e. high decay rate) make their measurement relatively easy by common radioanalytical techniques.
Substantial concentrations of 22Na and 24Na have been measured in precipitation (Roedel, 1970; Perkins et al., 1970). However, no studies have as yet been published documenting the cosmogenic sodium systematics in ground or surface waters.
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Question 5, Please Answer and Explain
The trigonometric ratios for the angle x in the triangle are given as follows:
tan(x) = f/e.cos(x) = e/d.sin(x) = f/d.What are the trigonometric ratios?The three trigonometric ratios are defined as follows:
Sine of angle = length of opposite side divided by the length of the hypotenuse.Cosine of angle = length of adjacent side divided by the length of the hypotenuse.Tangent of angle = length of opposite side divided by the length of the opposite side.In the right triangle in this problem, we have that d represents the hypotenuse, while the sides relative to angle x are given as follows:
Adjacent side: length of e.Opposite side: length of f.These sides are used along with the definitions of each ratio to give the three trigonometric ratios of angle x.
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Please help will mark Brainly
"Mark as brainiest". Click on the option to mark it the best answer.
how to help mark Brainly?The site has a Brainly Basic free option, plus a Brainly Plus paid upgrade where users can ask priority questions and receive verified answers, but there's no option to filter out the unverified answers for browsing or searching.
You can filter your search by subject, grade level, or status by clicking on the list of Subjects on the left, or by school level or status from the grey drop-down list in the middle of the page.
Brainly, at its most simple, is a peer-to-peer network of questions and answers. The idea is to help students with homework questions by using others who may have already answered that question.
To be clear, this isn't a set of answers laid out or a group of professionals giving answers. Rather, this is an open forum-style space in which students can post a question and, hopefully, get an answer from the community of others in education.
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38) Your bank account has$82in it when you write checks for$54,$35, and$15. You then deposit $35and $42. How much is in the account? Are you overdrawn
the answer is 55 can you show me how to get that answer.
If you have $82 in your bank account and you write checks for $54, $35, and $15, then the total amount you have written in checks is $54 + $35 + $15 = $104.
So the remaining balance is $82 - $104 = -$22, which means you are now overdrawn.
After you deposit $35 and $42, the new balance will be $82 - $22 + $35 + $42 = $155
So after the deposit, the account balance is $155
It is important to keep track of your bank account balance, if you do not have enough funds in the account and the check you wrote is cashed the bank will bounce the check and incur additional fees.
The product of -12 and a number is the same as the sum of the number and 26
-2
Step-by-step explanation:
12x＝x+26
-13x＝26
x＝-2
Use Vocabulary to Describe a Graph
What is the domain of the relation?
✓ -4
5x56
COMPLETE
What is the range of the relation?
-4 ≤ys
DONE ✔
-4
+y
4
2
-2
-4
X
For the given graph, the domain and range of the relation equals [-4, 6].
What in mathematics is a relation?A collection of ordered pairs having one item from each set makes up a relation between two sets. If the ordered pair (x,y) is present in the relation and the objects x and y come from different sets, then the objects are said to be connected. One kind of relation is a function.
In other words, the ordered pair collection, where the ordered pair is made up of an object from each set, is used to define the relationship between the two sets. As an illustration, consider the set notation symbols (-2, 1), (4, 3), and (7, -3) with curly brackets.
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Select all of the true statements below.
1.) 8u+3v+5 is written as a sum of three terms.
2.)8u is a coefficient.
3.)8u and 5 are like terms.
4.)5 is a constant.
5.) 8u is a factor.
6.)None of these are true.
the true statements for 8u + 5 + 3v are:
1.) 8u+3v+5 is written as a sum of three terms.
4.)5 is a constant.
What is constant?The word "constant" in mathematics has several different connotations. When used as a noun, it can have either of the following two meanings: Non-variance (i.e., not changing in relation to some other value) or Variance.
an unchanging number or other non-changing mathematical object that is fixed and well-defined. Sometimes, to distinguish between these two meanings, the terms mathematical constant or physical constant are used.
a function with a constant value (i.e., a constant function).
These constants are frequently represented by a variable that is independent of the main variable or variables in question.
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A person draws a card from a hat. Each card is one color, with the following probabilities of being drawn: 1/10 for pink, 1/15 for white, 1/20 for blue, and 1/5 for black. What is the probability of pulling a black or pink card, written as a reduced fraction?
Answer:
wouldn't it be 1/25 black??
there are no good answers on brainily can someone pls answer this
Answer:
D
Step-by-step explanation:
first simplify everything
2/9v + 1/3v - 5/9
A and B is wrong because it is - 5/9 not + 5/9
C is wrong because it is -1/3v not 1/3, it is supposed to be - 5/9
You can solve this problem without much solving
hope this helps :)