What is the answer to this question

Answer: x = -1

Step-by-step explanation:

Since, you know y = 2, substitute that y-value into the other function:

[tex]2=2x+4\\\\2x=2-4=-2\\\\x=\frac{-2}{2} =-1[/tex]

The required missing terms are sequential as 3, -8, -10, 1, -9, -7, 5, 10, 6, -9, 1, -1, 1,  and -7.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
What we do is, lets fill the blank space be x,
Now for 1,
[-1] + [-1] + x = 1
-2 + x = 1
x = 1 + 2
x = 3
Similarly, all the blank spaces can be determined as, -8, -10, 1, -9, -7, 5, 10, 6, -9, 1, -1, 1,  and -7.

Thus, the required missing terms are sequential as 3, -8, -10, 1, -9, -7, 5, 10, 6, -9, 1, -1, 1,  and -7.

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Answer:

3,500 Millimeters

Step-by-step explanation:

1 Meter = 1,000 Millimeters so,

3.5 meters = 3,500 Millimeters

The IQR for Jacob's data set is determined as: 2 seconds.

To find the interquartile range (IQR) of a Data set, find the third quartile value and the first quartile value. Their difference is the Interquartile Range (IQR) of the data.

Interquartile Range (IQR) = third quartile - first quartile.

In the box plot given, we can deduce that:

Third quartile = 15.5

First quartile = 13.5

Interquartile Range (IQR) = 15.5 - 13.5

Interquartile Range (IQR) = 2 seconds

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Answer: 2 seconds

Step-by-step explanation:

Answer:

2 hours

Step-by-step explanation:

time it took on the first day = x

speed = d/t

time it took on second day = x + 1

75 = d/x

50 = d/x + 1

75x = d

50 = 75x/(x + 1)

50(x + 1) = 75x

50x + 50 = 75x

50 = 25x

x = 50/25

x = 2

Answer: 13 markers and one pen

Step-by-step explanation:

14/2 = 7

7+6=13 markers

Which means there is only one pen left

From the obtained equation, there are 4 pens and 10 markers.

Given that, there are 14 pens and markers.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Let the number of pens be p.

Then, the number of markers will be p+6

Now, the equation is p+p+6=14

⇒ 2p+6=14

⇒ 2p=8

⇒ p=4

Thus, p+6=10

Therefore, from the obtained equation, there are 4 pens and 10 markers.

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3 pounds 9 ounces of rutabagas would cost $2.28

The question is a percentage problem

The trim loss percent for rutabagas is 19%

= 19 percent

= 19 / 100

= 0.19

trim loss factor = 1 - 0.19 = 0.81

selling price of rutabagas  = $0.79 * 0.81 = 0.6399

converting all the unit in pounds

3 pounds 9 ounces: if 1 pound is 16 ounces then 9 ounces will be

3 pounds 9 ounces: 9/16 ounces = 0.5625

therefore we have 3.5625 pounds of rutabagas

3.5625 pounds of rutabagas will cost

= 3.5625 * 0.6399

= $2.28

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Answer:

ROC=10/1

Step-by-step explanation:

ROC=change in y-change in x

We can first write out a few more points.

(7,70), (14,140), (21,210)

210-140=70

140-70=70

21-14=7

14-7=7

So the ROC is 70/7 or 10/1

The height of the model of the lighthouse in inches is 20 inches

The real height of the lighthouse = 160 feet

The scale model of the light house has scale of

1 inch : 8 feet

Consider the height of the model of the lighthouse is x

Then the proportion of the scale model of the lighthouse and the actual height will be

1 inch / 8 feet = x inches / 160 feet

Cross multiply the terms

1 × 160 = 8x

Multiply the terms

8x = 160

Divide both side of the equation by 8

8x / 8 = 160 / 8

x = 20 inches

Hence, the height of the model of the lighthouse in inches is 20 inches

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Answer:

70

Step-by-step explanation:

(14/20)*100=70

For the height and arm span of a sample of 50 teenagers explanatory variable and the response variable for this relationship is the explanatory variable, height of teenagers, helps explain the response variable, arm span of teenagers. (Option C)

An explanatory variable refers to the variable that can be manipulated in experiment by the researcher and is the independent variable whereas a response variable refers to the variable that is modified as a result and is the dependent variable. In the given case, the height is the explanatory variable while the arm span is the response variable as a teenager's arms spread is influenced by their height.

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Answer:

[tex]38=4c+2m[/tex]

Step-by-step explanation:

I will use the letter c to represent bags of chips, and the letter m to represent pounds of meat.

The total cost of c bags of chips is 4 times c. The total cost of m pounds of meat is 2 times m. The total amount that he spends is $38. Therefore, this equation can be written.

[tex]38=4c+2m[/tex]

The scenario that represents a greater speed is scenario 1, which is 60 miles per hour.

Speed can be defined as the time it takes a moving object or body to cover a specific distance. In order words, it is calculated as:

Speed = distance/time.

In scenario 1, using one point on the graph, (1, 60), we can find the unit rate which is the speed in miles per hour:

Speed = y/x = distance/time = 60/1

Speed for scenario 1 = 60 miles per hour.

In scenario 2, we are given the equation, y = 55x:

55 is the unit rate which is the speed.

Speed for scenario 2 = 55 miles per hour.

The greater speed is 60 miles per hour.

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Answer:

19x − y = 0

__

Answer:

width = 9 m

Step-by-step explanation:

the diagonal divides the rectangle into 2 right triangles.

using Pythagoras' identity on one of the triangles

with legs 12 and width (w) and hypotenuse (diagonal) 15 , then

w² + 12² = 15²

w² + 144 = 225 ( subtract 144 from both sides )

w² = 81 ( take square root of both sides )

w = [tex]\sqrt{81}[/tex] = 9

that is the width of the rectangle is 9 m

The equation that relating the total length of the road L and the number of days D is L = 54 + 4d, the length of the road after 37 days is 202 miles

The length of the road at starting = 54 miles

The rate of lengthening the road per day = 4 miles per day

Where L is the total length of the road in miles

D is the number of days the crew has worked

Then the equation will be

L = 54 + 4D

The number of days = 37 days

Substitute the value of D

L = 54 + 4×37

L = 54 + 148

L = 202 miles

Hence, the equation that relating the total length of the road L and the number of days D is L = 54 + 4d, the length of the road after 37 days is 202 miles

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The rate at which the pail is collecting the water is [tex]\frac{2}{5}[/tex] of an inch per minute.

What is rate in mathematics?

A rate is the ratio of two related quantities expressed in different units. the numerator of the ratio expresses the corresponding rate of change in the other (dependent) variable. One unit of one of these quantities is used to represent the ratio's denominator, and if it can be altered consistently, then the ratio can be stated as follows: (i.e., is an independent variable).

The rate can be configured as.

Rate = [tex]\frac{1/3}{5/6}[/tex]

Rate = [tex]\frac{2}{5}[/tex]

Hence, the rate at which the pail is collecting the water is [tex]\frac{2}{5}[/tex] of an inch per minute.

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The scale factor k=5

corresponding parts are:

AL--> TD

TK---> AH

DK---> LH

angle A-----> angle T

angle D-----> angle L

angle H-----> angle K

What is scale  factor?

The difference in scale between an original object's scale and that of a new, smaller representation is known as a scale factor (bigger or smaller). By multiplying each side by a certain number, say 2, we can increase the size of a rectangle with sides of 2 cm and 4 cm.

The letter H lies on the line TK

Scale factor k

=( side length of new image)/ ( corresponding side length of new image)

=TD/AL=15/3=5

k=5

From the figure, corresponding parts are as below:

AL--> TD

TK---> AH

DK---> LH

angle A-----> angle T

angle D-----> angle L

angle H-----> angle K

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Answer:

m∠T = 60°

m∠U = 60°

TS = 13 cm

SU = 13 cm

Step-by-step explanation:

The diagram shows that 2 sides, UT and TS, are equal, so it is an isosceles triangle. Since it is an isosceles triangle, the two angles opposite the equal sides are also congruent to each other, so m∠S = m∠U = 60°.

Now we know the measure of 2 angles, we can find the measure of the third angle, by subtracting the 2 known angles from 180°.

m∠T = 180° - m∠S - m∠U

m∠T = 180° - 60° - 60°

m∠T = 60°

Since all 3 angles are congruent, it is an equilateral triangle, therefore all the sides must be congruent too. So UT = TS = SU = 13 cm.

Answer: x is greater than or equal to 1/5

Step-by-step explanation:

The value of -3( 1 - 5x) CANNOT be negative.

Using this information we know that 1-5x is negative.

We can write:

1-5x >= 0

1>=5x

x>=1/5

Answer:

18

Step-by-step explanation:

Answer:

18 pounds

Step-by-step explanation:

5x 3 3/5= 18

Answer:

-1

Step-by-step explanation:

put this equation in slope intercept form : y=mx+b

x+y=6

-x.    -x

y=-1x+6

The slope of this line is -1 and for it to be parallel they both have to have the same slope

Hopes this helps please mark brainliest

Answer: 62.5

Step-by-step explanation:

To break even, profit equals zero.

[tex]1.60n-100=0\\\\1.60n=100\\\\n=62.5[/tex]

The DE is the ray with end point E and the ray GA and ray DF will not intersect

From the given diagram

Consider the ray DE,

The starting point of the ray DE = D

Then the end point of the ray DE = E

The D is the starting point and E is the end point of the ray DE

Therefore DE is the ray with end point E

Consider the ray GA and DF, those rays are not in contact and going opposite direction, therefore it will not intersect

The GA and DF will not intersect

Hence, the DE is the ray with end point E and the ray GA and ray DF will not intersect

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Answer:

13170.421 -> rounded to nearest whole number is 13170

Step-by-step explanation:

u = a + b + c

area = √(u/2 * (u/2-a) * (u/2-b) * (u/2-c))

Answer:

Desmos is a free graphing and teaching tool for math available on the web as well as on iOS and Android. In addition to plotting equations, classroom activities are available to help students learn about a variety of math concepts.

A definition of Desmos has been given below

What is Desmos?
Desmos can be applied in a variety of contexts. Students can avoid spending $100 on a graphing calculator by using it for free. It can be used by teachers to create stunning images for tests and presentations. But Desmos really shines in the classroom exercises. Teachers can use Desmos to assist students in making the connection between mathematical concepts and actual, concrete shapes and images. It's simple to begin an activity with your students: Just instruct the children to enter the website's activity code. Try the student preview of an activity before assigning it. In the teacher moves section at the bottom of each activity, you can find specific ways to guide your children while they work. The teacher dashboard allows for the tracking of progress.

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Answer: The sequence has a common difference between consecutive terms

14 - 18 = 10 - 14 = - 4

This indicates it is an arithmetic sequence with a common difference - 4

Step-by-step explanation:

The required quadratic polynomial whose roots are -7 and 7 is

[tex]x^{2} - 49[/tex]

As the zeroes are given, i.e., 7 and -7.

∴ Sum of roots = 7+(−7) = 7− 7 = 0

Product of roots = 7×(−7) = −49

As we know, a quadratic polynomial whose zeroes are given can be represented as-

[tex]x^{2}[/tex] - (Sum of roots)x + (product of roots) = 0

[tex]x^{2} -0*x +(-49) = 0\\\\x^{2} - 49 = 0[/tex]

Hence, the required quadratic polynomial whose roots are -7 and 7 is

[tex]x^{2} - 49[/tex]

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Answer:

(x = -0.90, y = 2.31) and (x = 1.40, y = 9.19)

Step-by-step explanation:

See the attached image

Answer:

380 ft²

Step-by-step explanation:

diameter = 22 ft

radius = diameter/2 = 22 ft/2 = 11 ft

area = πr²

area = 3.14 × (11 ft)²

area = 379.94 ft²

Answer: 380 ft²