Ella collects 50 bottles to recycle. Of the bottles she collects, 19 are plastic and the rest are glass.

A.) What percent of the bottles are plastic?

B.) What percent of the bottles are glass?

*Please Show Work*

Answer:

I am 90% sure that the answer is M'N'O' is 90*

Step-by-step explanation:

A line segment MN is shown as M = -1,1 and N= -5,4 this makes a diagonal line across the grid. Another line segment NO is shown with O as ordered pair negative 1, 4. Angle MNO is rotated 90 degrees counterclockwise about the origin to form angle M′N′O′. this is where the angles meet, Rotating the shape (or the angles) does not change the degree of the angle of the shape. I am 99% sure that an 90* angle would be formed. but im just in middle school so what do i know?

Answer with explanation:

It is given that ,∠M NO is formed by segments MN and NO on the following coordinate grid.

Coordinate of Point M = (-1,1)

Coordinate of Point N= (-5,4)

Coordinate of Point O= (-1,4)

[tex]MN=\sqrt{(-1+5)^2+(1-4)^2}\\\\MN=\sqrt{16+9}\\\\MN=5\\\\NO=\sqrt{(-1+5)^2+(4-4)^2}\\\\NO=4\\\\MO=\sqrt{(-1+1)^2+(4-1)^2}\\\\MO=3[/tex]

MO²+NO²=MN²

So,By Pythagorean Theorem, ΔM NO is right Angled Triangle having ∠ O=90°.

Now, it is given that, ∠MNO is rotated 90 degrees counterclockwise about the origin to form ∠ M′N′O′.

⇒When we rotate a Triangle either Anticlockwise or Clockwise the triangle before Rotation and Triangle after rotation will be congruent to each other.

Option D:→

 m∠ M′N′O′ = m∠M NO

Answer:

All the answers are correct

Step-by-step explanation:

Any relation that is a function will pass the vertical line test, regardless of any other characteristic it may have (such as being the inverse of some other function).

The inverse of a function is that function reflected across the line y=x. If the inverse passes the vertical line test (is a function), then the original must pass the horizontal line test. The reflection of a vertical line is a horizontal line and vice versa.

Answer:

A

Step-by-step explanation:

Total is ALWAYS 100%.

It says that 78.2% DO STUDY. It means the REST (100-78.2) DO NOT STUDY.

What is 100 - 78.2 ? It is 21.8%

To get the answer in decimal, we divide by 100:

[tex]\frac{21.8}{100}=0.218[/tex]

Hence, A is the correct answer.

Answer:  The correct option is

(A) [tex]\left(\dfrac{1}{2},-\dfrac{5}{2}\right).[/tex]

Step-by-step explanation:  We are given to find the mid-point of the line segment CD shown in the graph.

From the graph, we note that

the co-ordinates of the endpoints of the line segment CD are (-3, -4) and D(4, -1).

We know that

the co-ordinates of the midpoint of a line segment with endpoints (a, b) and (c, d) are given by

[tex]M=\left(\dfrac{a+c}{2},\dfrac{b+d}{2}\right).[/tex]

Therefore, he co-ordinates of the midpoint of line segment CD are

[tex]M=\left(\dfrac{-3+4}{2},\dfrac{-4+(-1)}{2}\right)=\left(\dfrac{1}{2},-\dfrac{5}{2}\right).[/tex]

Thus, the required midpoint of CD is [tex]\left(\dfrac{1}{2},-\dfrac{5}{2}\right).[/tex]

Option (A) is CORRECT.

The midpoint of the line segment between (-3, -4) and (4, -1) is (1/2, -5/2). Correct option is 1.

To find the midpoint of the line segment between two points (x1, y1) and (x2, y2), you can use the midpoint formula:

Midpoint (M) = ((x1 + x2) / 2, (y1 + y2) / 2)

Given the points (-3, -4) and (4, -1), let's find the midpoint:

Midpoint (M) = ((-3 + 4) / 2, (-4 + (-1)) / 2)

Midpoint (M) = (1 / 2, (-5) / 2)

Midpoint (M) = (1/2, -5/2)

So, the midpoint of the line segment between (-3, -4) and (4, -1) is (1/2, -5/2).

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Answer:

24 units

Step-by-step explanation:

Given is a circle with two chord BE and CD

BE and CD intersect at A

By circle chords intersection theorem we have

DA*AC = EA*AB

i.e. 8(15) = 5(AB)

Divide by 5 both the sides

AB =8(15)/5 = 8(3) = 24 units

Verify:

Let us check now whether chord intersection theorem is satisfied.

DA*AC = 8(15) = 120

EA*AB = 5(24) = 120

Since these two equal, we verify that answer is right.

Answer:2w + 20

Step-by-step explanation:

See, the carpet has a rectangular measure of 10 feet.

It's width is 'w'

We, know that perimeter is the sum of all sides.

Now there are two equal sides which we consider length and two other equal sides for width.

So, we have to add all sides which gives 20 +2w

Also general formula for perimeter is 2(length + breadth)

So, our ans. is 2w + 20

Hope it helps!!!

Answer:

2w + 20

Explanation:

As stated in the question, the perimeter is the sum of the lengths of all the sides. So a general expression for the perimeter of a four-sided shape could be written like this:

P = AB + BC + CD + DA

or

P = 2w + 2l; w = width and l = length

So, to write an expression to match this problem, all we have to do is substitute the given side lengths (the first form) or substitute the given values of w and l (the second form):

P = AB + BC + CD + DA

P = 10 + w + 10 + w

P = 20 + 2w

P = 2w + 20

OR

P = 2w + 2l

P = 2(w) + 2(10)

P = 2w + 20

Answer:

D)180 mi/6 gal; by multiplying the numerator and denominator of the unit rate by 6.

Step-by-step explanation:

    30 mi/1 gal    Multiply numerator and denominator by 6

= 180 mi/6 gal

A) and C) are wrong because they have gallons in the numerator

B) is wrong. It should be either 90 mi/3 gal or 150 mi/5 gal.

Answer:

639.4 minutes

Step-by-step explanation:

It says that Saturn approximately 10 hours, 39 minutes, and 24 seconds to complete a full rotation.

Now we need to find about how many minutes does it take Saturn to complete a full rotation.

So we need to convert 10 hours and 24 seconds into minutes using formula:

1 hour = 60 minutes

and

1 second = 1/60 minutes

Plug these values into given rotation time:

10 hours + 39 minutes + 24 seconds

= 10 (60 minutes) + 39 minutes + 24(1/60 minutes)

= 600 minutes + 39 minutes + 24/60 minutes

= 600 minutes + 39 minutes + 0.4 minutes

= 639.4 minutes

Hence final answer is 639.4 minutes.

Answer:

1. Equivalent: [tex]p(1+0.20),\ 1.20p;[/tex]

2. Not equivalent: [tex]2p+0.20,\ 0.80p,\ 2.20p,\ 1.02p.[/tex]

Step-by-step explanation:

Consider the expression [tex]p+0.20p.[/tex]

Use the distributive property

[tex]a\cdot (b+c)=a\cdot b+a\cdot c.[/tex]

Then

[tex]p+0.20p=p\cdot 1+p\cdot 0.20=p\cdot (1+0.20)=p(1+0.20).[/tex]

Expression [tex]p(1+0.20)[/tex] is equivalent to the expression [tex]p+0.20p.[/tex]

Since [tex]1+0.20=1.20,[/tex] then expression [tex]p(1+0.20)=1.20p[/tex]  is equivalent to the expression [tex]p+0.20p.[/tex]

All the rest expressions are not equivalent to the expression [tex]p+0.20p.[/tex]

Final answer:

The expressions equivalent to Paul's original expression p + 0.20p for calculating a meal's cost plus a 20% tip are p(1+0.20) and 1.20p. The other expressions provided do not accurately represent the original expression's intent to include a 20% tip.

Explanation:

The expression p + 0.20p can be simplified by combining like terms. As both terms contain 'p', we can add them together. Since 0.20 is the decimal form of 20%, this expression can be rewritten as 1p + 0.20p, which simplifies to 1.20p. This means that to find the total cost of the meal including the tip, you multiply the price of the meal 'p' by 1.20. Therefore, the equivalent expressions to p + 0.20p are p(1+0.20) and 1.20p, because both represent Paul adding a 20% tip to the cost of his meal.

Let's identify which of the given expressions are equivalent:

2p + 0.20 - Not equivalent, as it suggests doubling the price plus 20 cents.

0.80p - Not equivalent, as it represents only 80% of the original price.

p(1+0.20) - Equivalent; this is simply another way of writing the original expression.

1.20p - Equivalent; this is the simplified form of the original expression.

2.20p - Not equivalent, as it incorrectly represents an additional 220% of the meal cost.

1.02p - Not equivalent, as it only adds an additional 2% to the original price, not the 20% intended for the tip.

Answer:

D) y = -4x + 5

Step-by-step explanation:

We know a point and a slope.  The point is a special point.  It is the y intercept because x = 0.  We can use the equation for a line in slope intercept form

y= mx+b

where m is the slope  = -4

and b is the y intercept = 5

y = -4x+5

The equation of the line that crosses the y-axis at the point (0,5) and has a slope of -4 is y = -4x + 5. This is found by using the formula of the slope-intercept form of a line, substituting -4 for the slope and 5 for the y-intercept.

To find the equation of the line which crosses the y-axis at the point (0,5) and has a slope of -4, we need to use the formula of slope-intercept form of a line, which is y = mx + b, where m is the slope and b is the y-intercept.

The slope, m, is given as -4. The y-intercept, b, is where x=0, thus is the y-value of the line where it crosses the y-axis. The point provided (0,5) indicates that b=5.

By substituting the slope and y-intercept into the equation, we get y = -4x + 5. So, the equation of the line is y = -4x + 5. Consequently, the correct answer is D) y = -4x + 5.

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The two lines intersect to form four angles. If one angle measures 120°, all the other three angles also measure 120° each.

When lines l and k intersect, they form four angles. According to the properties of intersecting lines, opposite angles or vertical angles are equal. Therefore, if one angle is 120°, its vertical angle is also 120°. The sum of angles at a point is 360°, as the measurement around a point forms a complete circle. Hence, the other two angles, which are also vertical angles, will be 360° - (120°+120°) = 120° each. So, "all the angles in this case measure 120°".

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Answer:

Step-by-step explanation:

A) Use the distributive property to eliminate parentheses. Then combine like terms. (The only "like terms" are the constants.)

... = 12 +3·2y +3·(-3) . . . use the distributive property to multiply each term in parentheses by the factor 3 outside those parentheses

... = 12 +6y -9 . . . . . . . . simplify

... = 6y + (12 -9) . . . . . . group like terms together

... = 6y + 3 . . . . . . . . . . simplify

___

B) Look for factors of each term that are also found in the other term.

... 18b has factors 3×6×b

... 12 has factors 2×6

The only common factor is 6, so we factor that out using the distributive property.

... 18b -12 = 6(3b -2)

_____

Comment on factoring

For factoring problems, it helps immensely if you know your times tables and some of the rules for divisibility. (Even numbers are divisible by 2, numbers ending in 0 or 5 are divisible by 5, numbers whose sum of digits is divisible by 3 are divisible by 3, for example.)

Answer:

t^6

Step-by-step explanation:

The simplified form is [tex]t^{6}[/tex].

Related to "simplification" troubles are a few "solving" issues. just as some expressions contain parentheticals and even nested grouping symbols, so also do a few equations. The simplification manner is equal, whether or not we are running with expressions (and for this reason best simplifying) or equations (so we're additionally fixing).

Like terms: terms which have equal variable elements (identical variable(s) and same exponent(s)). Whilst simplifying using addition and subtraction, you combine “like terms” through retaining the "like term" and including or subtracting the numerical coefficients.

[tex]t^{12}[/tex] divided by [tex]t^{6}[/tex]

[tex]=t^{12-6}\\ = t^{6}[/tex]

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Answer:

r+6

Step-by-step explanation:

r = marbles that Rory has

r+6 = marbles that Conrad has

Answer:

r+6

Step-by-step explanation:

r = marbles that Rory has

r+6 = marbles that Conrad has

you could also use c

c) 7π cm

The length of an arc (s) is related to its central angle (θ) and the radius of the circle (r) by ...

... s = rθ . . . . . . . . . θ in radians

Here, the central angle measures are given in "grads". There are 400 grads in a circle, so 200 grads in π radians. To convert grads to radians, we multiply the number of grads by π/(200g).

Then the lengths of the arcs are ...

... arc AB = (20 cm)·(50g·(π/(200g))) = 5π cm

... arc BC = (10 cm)·(40g·(π/(200g))) = 2π cm

E = arc AB + arc BC = 5π cm + 2π cm = 7π cm

Answer:

(i)

Emily's score was 9

(ii)

e = m + 2

Step-by-step explanation:

Let's assume

Emily's score is e

Miguel's score is m

Valerie's score is v

Their combined score is 24

so, we get

[tex]e+m+v=24[/tex]

Emily and Miguel's combined score is twice that of Valerie

we get

[tex]e+m=2v[/tex]

Valerie scored only one more point than Miguel

we get

[tex]v=m+1[/tex]

(i)

we got system of equations as

[tex]e+m+v=24[/tex].............(1)

[tex]e+m=2v[/tex]..................(2)

[tex]v=m+1[/tex]......................(3)

we can plug second equation into first one

[tex]2v+v=24[/tex]

[tex]3v=24[/tex]

[tex]v=8[/tex]

now, we can plug this into second and third equation

[tex]v=m+1[/tex]

we can plug it and find m

[tex]8=m+1[/tex]

[tex]m=7[/tex]

now, we can find e

[tex]e+7=2\times 8[/tex]

[tex]e=9[/tex]

So, Emily's score was 9

(ii)

we  got

e=9

m=7

9=7+2

e=m+2

Answer: Emily's score is 9; Equation (D) v = m+1

Step-by-step explanation: To find Emily's score, let's represent each score with their own initials, i.e.: Emily's score is E; Miguel's score is M and Valerie's score is V.

Their combined score is 24, which means:

E + M + V = 24 (1)

Emily and Miguel's combined score is twice of Valerie, in other words:

E + M = 2V (2)

Valerie scored only one point more than Miguel:

V = M + 1 (3)

Substitute (3) into (2):

E + M = 2(M + 1)

E = 2M - M + 2

E = M + 2 (4)

With (3) and (4), use it to substitute into equation (1):

E + M + V = 24

M + 2 + M + M + 1 =24

3M = 21

M = 7

Using M=7 to find E:

E = M + 2

E = 7 + 2

E = 9

Emily's score is 9.

To represent the situation, the correct equation is V = M + 1, which means Valerie's score is 1 more than Miguel, which is exactly what's written in the question.

Answer:

The sum of the measures of the angles in a triangle is equal to 180 degree.

In triangle FGH;

[tex]\angle F + \angle G + \angle H = 180^{\circ}[/tex]

or

[tex]\angle H = 180^{\circ} -{\angle F + \angle G}[/tex]

Substitute the given values from the given figure we have;

[tex]\angle H = 180^{\circ} -{33^{\circ} + 90^{\circ}}[/tex]

[tex]\angle H = 180^{\circ} -{123^{\circ}}[/tex]

Simplify:

[tex]\angle H = 57^{\circ}[/tex]

Given that:

[tex]\cos H = \frac{x}{y}[/tex]

Using Cosine ratio:

[tex]\cos \theta = \frac{\text{Base}}{\text{Hypotenuse}}[/tex]

In a given figure:

Base = GH = x and Hypotenuse = FH = y = 80 cm

Then;

[tex]\cos 57^{\circ}= \frac{x}{80}[/tex]

or

[tex]x = \cos 57^{\circ} \cdot 80[/tex]  

[tex]x = 0.54463903501 \cdot 80 \approx 43.57[/tex] cm

Therefore, the value of :

[tex]H = 57^{\circ}[/tex]

x = 43.57 cm

y = 80 cm

The value of H is 57 degrees, x is 43.57, and y is 80 cm.

The sum of the measures of the angles in a triangle is equal to 180 degrees.

The cosine is defined as the ratio of the base of the triangle and the hypotenuse of the triangle.

[tex]\rm Cosh= \dfrac{Base}{Hypotenuse}[/tex]

Where the value of base x  is and Hypotenuse = FH = y = 80 cm.

The sum of the measures of the angles in a triangle is equal to 180 degrees.

Then,

In triangle FGH;

[tex]= \rm \angle F+\angle G + \angle H =180\\\\=90+33+\angle H =180\\\\\angle H = 180-90-33\\\\\angle H =180-123\\\\\angle H =57[/tex]

Substitute all the values in the formula;

[tex]\rm Cosh= \dfrac{Base}{Hypotenuse}\\\\Cos57=\dfrac{x}{80}\\\\x = Cos57 \times 80\\\\x=43.57 \ cm[/tex]

Hence, the value of H is 57 degrees, x is 43.57, and y is 80 cm.

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Answer:27

Step-by-step explanation:

See Mrs. Ryan plants 3 flowers along 4 in. of a garden row.

The garden row is 3 ft long.

We know 1 ft = 12 inches

So, 3 ft = 36 inches

No. of flowers Length

3 4

x 36

So our equation becomes 4x = 36*3

equation, we get x = 36*3/4

= 27

Therefore, Mrs. Ryan can plant 27 flowers along the garden row.

Hope it helps!!!

Answer:

Step-by-step explanation:

It is convenient to use technology to plot the points and the functions to see what lies where. The first attachment shows such a plot.

_____

Of course, you can do the function evaluations. For example, testing answer B, we find ...

... 3·6 ≤ -2·1 +18 . . . . false for the first equation — not a solution

Checking all the points requires 10 function evaluations. When things get repetitive like that, I like to use a graphing calculator or spreadsheet.

_____

Using a calculator

The second attachment shows a calculator evaluating the viability of each point as a solution. The equations have been rearranged to ...

This makes it easy to look at the evaluation results to see if the solution is viable or not.

The x-values of the points are entered into list L₁ and the y-values into L₂. The result of the first inequality above is in L₃ and the result for the second inequality is in L₄. Any negative value in L₃ or L₄ shows a point that is not part of the solution set. Points B and D fail to match problem requirements.

Points A, C, and E are in the solution set.

Answer:

Additive identity.

Step-by-step explanation:

The zero is the additive identity. It is so named because when you add 0 to anything, you leave the unchanged.  To give you a better idea about what this is, the multiplication identity is 1

One times anything does not change anything's value. 1 * 33 = 33. 33 is left unchanged.

Answer:

12x^4y - 5x^5 - 2x^3z if im not mistake

Answer:

  12x^4y -5x^5 -2x^3z

Step-by-step explanation:

The rule for exponents is (a^b)(a^c) = a^(b+c). Simply add the exponents of each of the variables in each term. Then examine the terms to see which are "like" terms (have the same constellation of variables). Combine those.

  5xyx^3+7yxx^3–5x^2x^3–5x^2zx+3zx^3

  = 5x^(1+3)y +7x^(1+3)y -5x^(2+3) -5x(2+1)z +3x^3z

  = 5x^4y +7x^4y -5x^5 -5x^3z +3x^3z

  = (x^4y)(5+7) -5x^5 +(x^3z)(-5+3)

  = 12x^4y -5x^5 -2x^3z

We often like to write these with the variable constellations in dictionary order and by decreasing degree, so ...

  -5x^5 +12x^4y -2x^3z

yes

no

Doing what the directions say is generally a good idea.

Adding a number moves to the right; subtracting a number moves to the left. Subtracting a negative number is the same as adding its opposite.

The arrowhead end of the line in the figure is the end result. Two of them end up to the right of -8, that is, greater than -8.

Answer:

Answer:

yes

-6-(-6)

-4-(-7)

no

all others

Step-by-step explanation:

Answer:

492,000

Step-by-step explanation:

Do 41,000x12. Pls mark me brainliest if im correct!

Answer:

The line will change its slope by a factor of -2 (line will now "point down" with twice the original steepness)

Step-by-step explanation:

f(x) = x    | replace f(x) --> (-1/2)f(x)

(-1/2)f(x) = x

f(x) = -2x

∠2 = 37.5°

You have two relationships:

... ∠1 - ∠2 = 15°

... ∠1 + ∠2 = 90°

Subtracting the first equation from the second gives ...

... (∠1 + ∠2) -(∠1 -∠2) = (90°) -(15°)

... 2·∠2 = 75° . . . . simplify

... ∠2 = 37.5° . . . . . . divide by 2

_____

Angle 1 and Check

The complement of angle 2 is ...

... ∠1 = 90° -37.5° = 52.5°

and the difference between the two angles is ...

... ∠1 - ∠2 = 52.5° -37.5° = 15° . . . . as required

Angle 2 is found by solving an equation with complementary angles.

The problem states that Angle 1 is 15 degrees more than Angle 2, and they are complementary angles. Complementary angles add up to 90 degrees.

Let's represent Angle 2 as x. Angle 1 would be x + 15 since it is 15 degrees more than Angle 2.

Therefore, we can write the equation:

x + (x + 15) = 90

Combining like terms, we have:

2x + 15 = 90

Subtracting 15 from both sides, we get:

2x = 75

Dividing both sides by 2, we find:

x = 37.5

So, the measure of Angle 2 is 37.5 degrees.

Answer:

The cost of one puzzle be $15 .

Step-by-step explanation:

Let us assume that the cost of rock tumblers be x.

Let us assume that the cost of spy pen be y.

Let us assume that the cost of puzzels be z.

Esther purchased two rock tumblers and one spy pen for $74.

Than the equation becomes

2x + y = 74

Eli purchased two puzzles  and a spy pen for $50.

Than the equation becomes

y + 2z = 50

Sabine purchased a rock tumbler and two puzzles for $57. Based

Than the equation becomes

x + 2z = 57

Than the three equation are

2x + y = 74

y + 2z = 50

x + 2z = 57

Subtracted y + 2z = 50 from 2x + y = 74 .

2x - y + y - 2z = 74 - 50

2x - 2z = 24

x - z = 12

Now using the equation x - z = 12 and x + 2z = 57  .

Subtracted  x - z = 12 from  x + 2z = 57  .

x - x + 2z + z = 57 - 12

3z = 45

[tex]z = \frac{45}{3}[/tex]

z = 15

Therefore the cost of one puzzel be $15.

Answer:

See attached.

Step-by-step explanation:

The inequality x > 0 means the feasible region is to the right of the y-axis.

The inequality y > x means the feasible region is above the line y=x.

Only the first graph has these characteristics.

The feasibility region for the system of inequalities Y>X and Y<-1/4X+5 can be found by graphing both inequalities and finding the area that satisfies both at the same time. Y>X results in a line where the feasible region is above the line, while Y<-1/4X+5 produces a line where the feasible region is below it.

The question is asking for the best graphical representation of the feasibility region for the system of inequalities Y>X and Y<-1/4X+5. Feasibility region in mathematics often refers to the set of all feasible solutions, which are the solutions that satisfy all constraints of the problem. In this context, it means finding the area of the graph that satisfies both inequalities at the same time.

One way to approach this is by graphing each of the inequalities on a two-dimensional plane. The inequality Y>X means that the Y-values are greater than the X-values. This will result in a graph where the feasible region is above the line Y=X.

On the other hand, Y<-1/4X+5 means that the Y-values are less than -1/4 times the X-values, plus 5. This produces a line with a negative slope, indicating that the feasible region is below this line.

The area that satisfies both these conditions represents the feasible region for the system of inequalities.

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