1 over 3(12 plus x) equal 8(6-x)

Answer:

The y-intercept to the given line equation y=3x+15 is (0,15).

Step-by-step explanation:

Given line equation is y=3x+15

To find the y-intercept from the given line equation y=3x+15:

y-intercept when x=0

That is substitute x=0 in the given line equation

 y=3x+15

y=3(0)+15

y=0+15

y=15

Therefore y=5

The point (0,15) on the graph where the line y is intersected is y-intercept.

In other words y-intercept is the point (0,15) where the given line equation y=3x+15 crosses the y-axis.

Therefore the y-intercept to the given line equation y=3x+15 is (0,15).

Final answer:

The y-intercept of y=3x+15 is 15 and it represents the value of y when x is zero.

Explanation:

The y-intercept, b, of the equation y=3x+15 is 15. It represents the value of y when x is equal to zero. In other words, when x is zero, y is equal to 15.

Interpretation: In the context of the equation y=3x+15, the y-intercept of 15 means that when there is no input or x-value, the output or y-value is 15. This suggests that when the x-value is zero, the value of y is 15. This can be visualized on a graph as the point where the line intersects the y-axis at the coordinate (0, 15).

Answer:

(0, 0), (0, 15), (20, 25), (40, 0)

Step-by-step explanation:

The diagram shows shaded region in the form of quadrilateral bounded with two given lines and x- axis and y-axis. Four vertices of this quadrilateral are point of intersection of those lines or lines with coordinate axes.

The first vertex of this quadrilateral lies at the origin (point of intersection of two axes), then its coordinates are (0,0).

The second vertex lies on the x-axis and its coordinates are (40,0) (placed at 40 on the x-axis)

The third vertex lies on the y-axis and its coordinates are (0,15) (placed half way between 10 and 20 on the y-axis).

The fourth vertex is the intersection of two lines. Its coordinates are (20,25) (draw vwrtical line from this vertex t x-axis, it will intersect x-axis at 20, draw horizontal line to y-axis, it will intersect the y-axis at 25).

So, correct option is A: (0, 0), (0, 15), (20, 25), (40, 0)

Answer:

(0, 0), (0, 15), (20, 25), (40, 0)

Step-by-step explanation:

The feasible region is the shaded area in the graph. This region has four vertices which are:

(0, 0) at the bottom left

(0, 15) at the top left

(20, 25) at the top center

(40, 0) at the bottom right

Note: the points have the notation (x, y)

Answer:

so the solution is in the picture please mark me brainliest.

the Answer is 5

Answer:

-x+3x=4+6 because when we collected liketerms

2x=10 now divided both side by 2

2x/2=10/2

x=5 so the value of x is 5

The domain of the given function shown on the graph is -∞<x<∞.

We have given the function,

We have to determine the domain of the given graph.

The domain of a function is the complete set of possible values of the independent variable.

From the graph, the domain of the graph is option B.

We can see that the graph is From -infinity to +infinity.

and it does not touch the point (0,0).

Therefore the graph shows the point at the domain.

Therefore the domain of the given function is -∞<x<∞.

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Answer:90*2π，90/60*18/2

Step-by-step explanation:

Answer:

372.6

Step-by-step explanation:

Answer:

profit= 6. 00x - (30+2. 50x)

Answer: 15

5,10,15,20

3/4 is 15

Answer:

90

Step-by-step explanation:

Answer:

90

Step-by-step explanation:

Answer:

  B.  0.21

Step-by-step explanation:

The problem statement tells you 21% of males play the guitar. That means the probability is 0.21 that a randomly chosen male will play the guitar.

Answer:

The probability that a randomly selected subject in the state plays the guitar is:

0.21

Step-by-step explanation:

Let 'x' be the number of male.

Now it is given that 21% of males play the guitar.

That means 21% of x play the guitar.

i.e. 21%×x play the guitar.

Hence, the probability that a randomly selected subject in the state plays the guitar, given that the subject is male is calculated as:

Probability=( number of male members playing the guitar)/(Total number of males)

Probability=0.21

Hence, Probability is 0.21

Answer:

what about it?

Step-by-step explanation:

Answer:

Expected value would be $ 0.896

Step-by-step explanation:

Given,

The price of the lottery ticket = $44800000,

Also, the probability of winning the grand prize = .000000020,

Thus, the expected value of the lottery ticket = value of the lottery ticket × probability of getting the lottery ticket

= 44800000 × .000000020

= $0.896

Note : value of lottery ticket = prize amount - cost of each ticket,

Here the cost price of a ticket is not given,

That's why we did not consider it.

Final answer:

The expected value of a lottery ticket with a grand prize of $44.8 million and a winning probability of 0.00000002 is $0.896, assuming the ticket has no cost.

Explanation:

To calculate the expected value of a lottery ticket, we need to consider both the payout and the probability of each outcome. Given that the grand prize is $44.8 million with a probability of winning of 0.00000002, we can compute the expected value.

To find the expected value (EV) of the lottery ticket, we use the following formula:

EV = (Payout × Probability of winning) - (Cost of ticket × Probability of losing)

Plugging in the values, we get:

EV = ($44,800,000 × 0.00000002) - ($0 × (1 - 0.00000002))

EV = $0.896.

Since the cost of the ticket is not given, we assume it's $0 for the purpose of this illustration. The expected value of the lottery ticket when rounded to three decimal places is $0.896.

Answer:140

Step-by-step explanation:

35% of 400=0.35x 400 because of means multiply.

So 0.35x400=140

Answer: 140

Step-by-step explanation:

First you find 10% of 400.0 so you move the decimal point once to the left to get 40. Then you do 40 x 3 which is 120 this is 30%. To work out 5% you half 10% was 40. Half of 40 is 20. So 30%+5% is 35%. 30% is 120 and 5% is 20. 120+20 is 140

Answer:

x greater than or equal to -14

Step-by-step explanation

Cost of 1 adult ticket is $ 7 and cost of 1 student ticket is $ 3

Solution:

Let "a" be the cost of 1 adult ticket

Let "s" be the cost of 1 student ticket

Given that,

4 adult and 10 student tickets cost 58$ overall on the first day

So we can frame a equation as:

4 adult ticket x cost of 1 adult ticket + 10 student ticket x cost of 1 student ticket = $ 58

[tex]4 \times a + 10 \times s = 58[/tex]

4a + 10s = 58 ------ eqn 1

On the second 5 adult and 1 student cost 38$ overall

So we can frame a equation as:

5 adult ticket x cost of 1 adult ticket + 1 student ticket x cost of 1 student ticket = $ 38

[tex]5 \times a + 1 \times s = 38[/tex]

5a + 1s = 38 ------- eqn 2

Let us solve eqn 1 and eqn 2 to find values of "a" and "s"

Multiply eqn 2 by 10

50a + 10s = 380 ---- eqn 3

Subtract eqn 1 from eqn 3

50a + 10s = 380

4a + 10s = 58

( - ) --------------------

46a = 322

Substitute a = 7 in eqn 1

4a + 10s = 58

4(7) + 10s = 58

28 + 10s = 58

10s = 58 - 28

10s = 30

Thus cost of 1 adult ticket is $ 7 and cost of 1 student ticket is $ 3

Answer: The equation has No Solution.

Step-by-step explanation:

Given the following equation:

[tex]-3a+3a+6=7[/tex]

You can simplify it by adding the like terms.

It is important to remember the, by definition, the like terms have the same variable and the same exponent.

In this case, you can identify that the term [tex]-3a[/tex] and the term [tex]3a[/tex] are "like terms", because their variables and their exponents are the same.

So, if you add them, you get:

[tex]-3a+3a=0[/tex]

Then:

[tex]0+6=7\\\\6=7\ (FALSE)[/tex]

Therefore, since there is no value that satisfies the equation, you can conclude that the equation has No Solution.

1.

[tex]

2(x+5)=3x+1 \\

2x+10=3x+1 \\

-x=-9 \\

x=9

[/tex]

2.

[tex]

3y-4=6-2y \\

5y=10 \\

y=2

[/tex]

3.

[tex]

3(n+2)=9(6-n) \\

3n+6=54-9n \\

12n=48 \\

n=\frac{48}{12}=4

[/tex]

Hope this helps.

By applying basic algebraic techniques, the solutions to the given equations: 2(x+5)=3x+1, 3y-4=6-2y, and 3(n+2)=9(6-n) are x = 9, y = 2, and n = 4 respectively.

We will solve these equations one-by-one using basic algebraic techniques:

2(x+5) = 3x+1. First, distribute the 2 on the left side of the equation to get 2x + 10 = 3x + 1. Now, we'll move 2x to the right side to get 10 = x + 1. Subtracting 1 from both sides gives us the solution: x = 9.

3y - 4 = 6 - 2y. Let's move all the y terms to one side and constants to the other: 3y + 2y = 6 + 4. Sum the sides to get 5y = 10. Solving for y gives y = 2.

3(n + 2) = 9(6 - n). This requires distribution on both sides which results in 3n + 6 = 54 - 9n. Adding 9n to both sides gives 12n + 6 = 54. Subtracting 6 from both sides gives 12n = 48, and finally, dividing by 12, gives "n = 4".

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Answer:

I do not agree. When the expressions have like terms collected and are factored, they are the same.

Step-by-step explanation:

Make 6x-2x+4 the same as 4(x+1):

6x - 2x + 4      Collect the like terms 6x and -2x

= 4x + 4       Factor. Divide each term by 4 and take it out of a bracket

= 4(x + 1)

4(x+1) = 4(x+1)

They are equivalent expressions, just written differently.

Answer:

No Jamie is incorrect

Step-by-step explanation:

No, because in the expression 4(x+1)  you will first need to multiply 4 by x, your result is 4x, and then you multiply 4 by 1, you get 4, so the answer will be 4x+4.

Also in the expression 6x-2x+4  ,you will first need to subtract 2x from  6x, your result is 4x ,and then you add 4 , so the answer will be 4x + 4

Our final answer is:

6x-2x+4 = 4x + 4 and 4(x+1) = 4x + 4

Answer:

4

Step-by-step explanation:

10-8=2

6-4=2

Final answer:

Josh should use 4 apples to have the same number remaining as Bill. After Bill uses 8 out of his 10 apples, he has 2 left. Josh, starting with 6 apples, needs to use 4 to also have 2 left.

Explanation:

The question at hand involves simple subtraction to find the number of apples Josh should use to have the same number as Bill after Bill uses some for making muffins.

Bill starts with 10 apples and uses 8 of them, which leaves him with 2 apples.

To determine how many apples Josh should use, we need to perform the following calculation for Josh, who starts with 6 apples: 6 - x = 2, where 'x' represents the number of apples Josh uses.

Solving this, we get x = 6 - 2, hence, x = 4 apples.

Therefore, Josh should use 4 apples to have the same number remaining as Bill.

Answ  For Lateral Area : When all the side faces are the same: Multiply the perimeter by the "slant length" and divide by 2. This is because the side faces are always triangles and the triangle formula is "base times height divided by 2"er:

Step-by-step explanation:

The ratio of the time levon spent on the treadmill to the time he spent lifting is 5/7 or 5:7

Step-by-step explanation:

Given

Time spent on treadmill = [tex]T_t = 25\ min[/tex]

Time spent on weight lifting = [tex]T_w = 35\ min[/tex]

We have to find the ratio of the time Levon spent on the treadmill to the time he spent lifting

The ratio will be denoted by r

[tex]r = \frac{T_t}{T_w}\\=\frac{25}{35}\\[/tex]

Simplifying the fractions

[tex]=\frac{5*5}{7*5}\\=\frac{5}{7}[/tex]

The ratio of the time levon spent on the treadmill to the time he spent lifting is 5/7 or 5:7

Keywords: Ratio, fraction

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Answer:

The stack is [tex]\frac{224}{3}[/tex]inches high.

Step-by-step explanation:

Given date:-

A stack of 7 crates means

1 stack=7 crates

Total number of crate=7

Height of 1 crate = [tex]10\frac{2}{3}\ inches[/tex]

Height of 1 crate =[tex]\frac{30+2}{3}[/tex] inches

Height of 1 crate =[tex]\frac{32}{3}[/tex] inches

To find height of stack=?

Now,

Height of a stack = Height of 1 crate [tex]\times[/tex] Total number of crates

Height of a stack =[tex]\frac{32}{3}\times7[/tex]

Height of a stack =[tex]\frac{32\times7}{3}[/tex]

Height of stack = [tex]\frac{224}{3}[/tex] inches

Therefore the stack is [tex]\frac{224}{3}[/tex] inches high.

Final answer:

Two inequalities that Tim can use to compare a positive number, a, and a negative number, b, are |a| > |b| and a > 0 and b < 0.

Explanation:

To compare two numbers, a and b, where a is positive and b is negative, we can use two inequalities:

The magnitude of a must be greater than the magnitude of b. This can be represented as |a| > |b|.

The value of a must be greater than 0 and the value of b must be less than 0. This can be represented as a > 0 and b < 0.

These inequalities help Tim compare the positive and negative numbers a and b based on their magnitudes and values.

Answer:

Step-by-step explanation:

The bar shows the following information that can we fetch to solve the problem.

Predicting how many are red marbles:

If there are 20 marbles in the bag, it logically means that each marble, averagely, should likely be drawn 5% of the time.

As the bar shows that Red marbles drawn nearly 50% of the time, it means that we will have to divide 'Red marbles drawn nearly 50% of the time" by the " each marble from 20 marbles be drawn 5% of the time".

So,

Total number of red marbles = 50% / 5% = 10 red marbles.

Predicting how many are blue marbles:

If there are 20 marbles in the bag, it logically means that each marble, averagely, should likely be drawn 5% of the time.

As the bar shows that blue marbles drawn nearly 25% of the time, it means that we will have to divide 'blue marbles drawn nearly 25% of the time" by the " each marble from 20 marbles be drawn 5% of the time".

So,

Total number of blue marbles = 25% / 5% = 5 blue marbles.

Predicting how many are white marbles:

If there are 20 marbles in the bag, it logically means that each marble, averagely, should likely be drawn 5% of the time.

As the bar shows that white marbles drawn nearly 25% of the time, it means that we will have to divide 'white marbles drawn nearly 25% of the time" by the " each marble from 20 marbles be drawn 5% of the time".

So,

Total number of white marbles = 25% / 5% = 5 white marbles.

Keywords: bar chart, prediction

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Mrs. clark spends $89.85 on science kits that cost $5 each plus $4.85 tax on the total bill. How many kits did she buy?

Mrs. Clark bought 17 science kits

Given that Mrs. clark spends $89.85 on science kits that cost $5 each plus $4.85 tax on the total bill

To find: number of kits she bought

Cost of one kit = $ 5

Tax amount = $ 4.85

Total amount spend including tax = $ 89.85

Lets first get rid of the tax in the total amount

Amount without tax = Total amount spend including tax - Tax amount

Thus amount without tax = $ 89.85 - $ 4.85 = $ 85

Since we know that each kit costs $5,  we would divide 85 by 5 to see find how many kits she bought

[tex]\begin{array}{l}{\text { number of kits bought }=\frac{\text { amount spent }}{\text { cost of one kit }}} \\\\ {\text { number of kits bought }=\frac{85}{5}=17}\end{array}[/tex]

Thus Mrs. clark has bought 17 science kits

Answer:

Ms. Clark bought 17 science kits

Step-by-step explanation:

Answer:

12 cm

Step-by-step explanation:

I drew a picture of a rectangle with a diagonal measurement of 13 units and what appear to be the shortest side to be 5 units. (This picture was not drawn to scale.) We were has to find the longest side which I said was b. Notice the diagonal cuts the rectangle into right triangles.

We will need to use Pythagorean Theorem to find the length of the longer side of the rectangle.

[tex]5^2+b^2=13^2[/tex]

[tex]25+b^2=169[/tex]

Subtract 25 on both sides:

[tex]b^2=144[/tex]

Take square root of both sides:

[tex]b=\sqrt{144}[/tex] (I did not worry about the negative answer to this because we are dealing with lengths.)

[tex]b=12[/tex]

Answer:

Domain: c)

Range: d)

Step-by-step explanation:

The domain means all of the possible x-values. To find the domain, find the leftmost and rightmost value of x. They are 0 and 8.5.

The range means all of the possible y-values. To find the range, find the lowest and higher values for y. They are 0 and 12.5.

"All numbers" means x or y can be any number, decimal decimal numbers. "Whole numbers" mean x or y can only be numbers that don't have decimals.

Both x and y can be decimal numbers because the graph is not broken up. If it could only be whole numbers, the graph would be dots.

Answer: [tex]y=2x+7[/tex]

Step-by-step explanation:

The equation of the line in Slope-Intercept form is:

[tex]y=mx+b[/tex]

Where "m" is the slope and "b" the y-intercept.

Given the equation:

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

You can identify that:

[tex]m=-\frac{1}{2}[/tex]

Since the slopes of perpendicular lines are negative reciprocals, the slope of the line perpendicular to  [tex]y=-\frac{1}{2}x-4[/tex] must be:

[tex]m=2[/tex]

Substitute the slope and the coordinates of the given point into [tex]y=mx+b[/tex] and solve for "b":

[tex]3=(2)(-2)+b\\\\3+4=b\\\\b=7[/tex]

Therefore, the equation of that line is:

[tex]y=2x+7[/tex]

The question relates to mathematical variation. We use the equation y = kxz/w², find the constant k first, then use it to determine y for the second set of values.

From the question, we know that y varies jointly as x and z, and inversely as the square of w. The equation we can derive from this is: y = kxz/w², where k is the constant of variation. From the first set of values (y=3, x=3.2, z=10, w=2), we can solve for k, and then use this to find y when x=7, z=4.2, w=4. However, there seems to be a mistake in the second set of values with the subtraction signs. Assuming the correct values are x=7, z=4.2, and w=4, we can solve for y with our previously found k constant. The steps would go as follows:

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