Hagrid plans to put up new fencing around his rectangular garden. He wants the width of his new garden to be 6 less than the length. The perimeter of the new garden will be 188 feet. Create and use an algebraic equation to find the dimensions (length and width) of Hagrid's new garden. Show your work!

Answer:

81/64  or 1 17/64

Step-by-step explanation:

A negative exponent means to flip the fraction

(8/9) ^-2

(9/8)^2

81/64

Changing this to a mixed number

1 17/64

Answer:

p = 12

Step-by-step explanation:

add 2 to both sides of the equation

24 = 2p ( divide both sides by 2 )

p = 12

Answer: p=2

Step-by-step explanation:

22=2p-2

You add two to 22 which will give you 24

24=2p

You want to divide the 2 to get the letter by itself

12=2

Answer:

15

Step-by-step explanation:

l x w = area

(x + 5) (3.4) = 51

x+5=15

x=10

plug back into the equation for length

(10+5) = 15

Answer:

i wanna say 7 days

Step-by-step explanation:

75/12 = 6.25 round up to 7

Answer:

y=12x+75

X=75/12

X=6.25

Answer will be 7

Step-by-step explanation = x=75/12= x 6.25 = technically it’s will be 7 days

Answer:

7+2-5=f

Step-by-step explanation:

If he starts on the 7 floor, then he is seven above ground, and that would clarify as a positive number. He then goes up 2 floors, which means we would add 2 to the original number. Going down five would mean we would subtract, because he is getting closer to zero, which is ground level. F represents the floor he is on now.

Hope this helps! (Brainliest please!)

answer

4th floor

Step-by-step explanation:

7+2-5=4

Answer:

y = -3x  

Step-by-step explanation:

(a) Slope

y = mx + b

Choose points (-3, 9) and (3, -9)

m = (-9 - 9)/(3 – (-3))

m = -18/(3 + 3)

m = -18/6

m = -3

=====

(b) y-intercept

y = mx +b

Choose point (0,0).

0 = 0 + b

b = 0

=====

(c) Equation of line

y = mx + b

y = -3x

The difference in elevations between a scuba diver at -8 meters and a shark at -29 meters is calculated as: -8 - (-29) = 21 meters.

The subject in question involves finding the difference in elevations. In this context, the scuba diver is swimming at an elevation of -8 meters, and the shark is at -29 meters. To find the difference, we subtract the lower number (-8) from the higher number (-29).

However, due to the negative signs, the difference will be calculated as follows: -8 - (-29) = -8 + 29 = 21 meters. Therefore, the difference in elevations between the shark and the scuba diver is 21 meters.

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Answer:

1.5:2.25 because there is 1.5 quarts of juice and 2.25 quarts of ginger ale and the you put that with the to sign and there you have it

Answer:

37

Step-by-step explanation:

a + b for a=24 and b=13

plug in

24 + 13

= 37

Answer:

a + b = 37

Step-by-step explanation:

substitute the values a = 24 and b = 13 into the expression

a + b =  24 + 13 = 37

Answer:

enrollment decreases by 14.34%.

Step-by-step explanation:

Given that number of students enrolled in 2000 = 823

Given that number of students enrolled in 2010 = 705

705 is less than 823 so that means number of students enrollment is decreasing.

Decrease = 823-705 = 118

Percent decrease is given by formula:

[tex]Percent =\frac{part}{whole}\cdot100 =\frac{118}{823}\cdot100= 14.3377885784[/tex]

which is approx 14.34%.

Hence final answer is that enrollment decreases by 14.34%

Answer: There are 82.5% after school students who are enrolled in his classes.

Step-by-step explanation:

Let the total number of students be 100

Percentage of students who need help in computer science = 30%

So, number of students who need help in computer science = 30

Percentage of students who need help in maths = 70%

So, number of students who need assistance in maths  = 70

Of the students who need help,

40% are enrolled in Mr. Ellis's class during the school day,

So, it means 60% are enrolled in his class after the school day.

Number of students who are enrolled in his class after the school day = 60

Number of students who need help in Maths is given by

[tex]\frac{70}{100}\times 60=42[/tex]

Of the students that need help in maths, percent of students are enrolled in his class during the day = 25%

So, number of students who need help in maths and enrolled in his class after school hours

[tex]\frac{75}{100}\times 42=31.5[/tex]

Number of students who need help in computer science and enrolled in his class after school hours

[tex]\frac{30}{100}\times 60=18[/tex]

Therefore, there are [tex]31.5+18=49.5[/tex] students who joined his class after school hours,

Percentage of the after students who are enrolled in Mr. Ellis's classes is given by

[tex]\frac{49.5}{60}\times 100=82.5\%[/tex]

Hence, there are 82.5% after school students who are enrolled in his classes.

29.5% of the after-school students are enrolled in Mr. Ellis's classes.

1. Calculate the percentage of students who need help in computer science and are enrolled in his class:

  - 30% of the students need help in computer science.

  - 40% of those students are enrolled in his class during the school day.

[tex]\[ \text{Percentage of students needing help in computer science and enrolled in his class} = 30\% \times 40\% = 0.3 \times 0.4 = 0.12 = 12\% \][/tex]

2. Calculate the percentage of students who need help in math and are enrolled in his class:

  - 70% of the students need help in math.

  - 25% of those students are enrolled in his class during the school day.

[tex]\[ \text{Percentage of students needing help in math and enrolled in his class} = 70\% \times 25\% = 0.7 \times 0.25 = 0.175 = 17.5\% \][/tex]

3. Combine the two percentages to find the total percentage of after-school students enrolled in his classes:

  - 12% of the total students are those who need help in computer science and are in his class.

  - 17.5% of the total students are those who need help in math and are in his class.

Thus, the total percentage of after-school students enrolled in Mr. Ellis's classes is:

[tex]\[12\% + 17.5\% = 29.5\%\][/tex]

[tex]\left\{\begin{array}{ccc}-5x+3y=3\\-4x+y=1&|\text{add 4x to both sides}\end{array}\right\\\\\left\{\begin{array}{ccc}-5x+3y=3\\y=4x+1&(*)\end{array}\right\\\\\text{Substitute }\ (*)\ \text{to the first equation}\\\\-5x+3(4x+1)=3\qquad\text{use distributive property}\\\\-5x+(3)(4x)+(3)(1)=3\\\\-5x+12x+3=3\qquad\text{subtract 3 from both sides}\\\\7x=0\qquad\text{divide both sides by (-5)}\\\\\boxed{x=0}\\\\\text{Substitute the value of x to}\ (*):\\\\y=4(0)+1\\y=0+1\\\boxed{y=1}\\\\Answer:\ x=0\ and\ y=1.[/tex]

Answer:

The APY of the saving account is 4.048656%

Step-by-step explanation:

We know the formula for APY which is given by

[tex]APY=(1+\frac{r}{n} )^n-1[/tex]

here, r= interset rate =  3.9886% = 0.039886

n = compounding cycles = 4

On plugging these values in the above formula, we get

[tex]APY=(1+\frac{ 0.039886}{4} )^4-1[/tex]

On simplifying this we get

APY = 0.04048656 =4.048656%

Answer:

APY = 4.0486561%

Step-by-step explanation:

Given is the Annual Percentage Rate (APR) = 3.9886% compounded quarterly.

Suppose Principal amount, P = $1.

time, t = 1 year.

interest rate, r = 3.9886% = 0.039886

period of compounding, n = 4 (for quarterly).

Future value = P * (1 + r/n)^(nt)

FV = 1 * (1 + 0.039886/4)^(1*4) = 1.040486561

Annual Percentage Growth = (FV/P)*100 = (1.040486561 / 1) * 100 = 4.0486561%

Hence, Annual Percentage Yield (APY) = 4.0486561%

Answer:

There are 40 girls and 24 boys in the camp

Step-by-step explanation:

let [tex]b[/tex] be the number of boys and [tex]g[/tex] be the number of girls in the camp, then when know that

[tex]\dfrac{b}{g} = \dfrac{3}{5}[/tex]                                (this says that the ratio of boys to girls is 3: 5)

And since there are a total of 64 campers, we have  

[tex]b+g =64[/tex]            (this says that the total number of boys an girls must 64)

Thus, we have two equations and two unknowns:

[tex](1). \: \: \dfrac{b}{g} = \dfrac{3}{5}[/tex]  

[tex](2). \: \:b+g =64[/tex]  

and we solve this system by first solving for [tex]b[/tex] in equation (1):

[tex]b= \dfrac{3}{5}g,[/tex]

and substituting it into equation (2):

[tex]\dfrac{3}{5}g+g=64[/tex]

solving for [tex]g[/tex] we get:

[tex]\boxed{g=40}[/tex].

Putting [tex]g=40[/tex] into equation (2), we solve for [tex]b[/tex] to get:

[tex]b+40=64[/tex]

[tex]\boxed{b=24}[/tex]

Thus, there are 40 girls and 24 boys in the camp.

A) -102 feet

She started at -38 feet. She then went -120 feet, so -38-120= -158. She then went +56 feet. -158+56=-102.

Answer:

The answer is A. -102

Step-by-step explanation:

If she started at 38 feet below sea level, we would describe it as -38. If she descended 120 feet deeper, than we subtract that from -38.

-38-120=-158

She is now 158 feet below sea level, or -158.

Then, if she climbs up 56 feet, we would add that to -158.

-158+56=-102

Answer:

False that the answer

Proportional relationships occur when the ratio between two quantities is constant. The provided details of the graph suggest a proportional relationship, but there could be an error— the point (8,27) doesn't follow the same ratio. Please double-check this point.

Based on the provided details of the graph, we can infer that we have a proportional relationship, which exists when the ratio of the values of two quantities always remains the same. For example, in the graph, every two 'Bunches of Thyme' corresponds to a $6 increase in the 'Price of Bunches'. This constant ratio (1 bunch: $3) is characteristic of a proportional relationship.

So, the graph indeed represents a proportional relationship. The coordinates of the points (2, 6), (4, 12), (6, 18), and (8, 24), etc., fit the pattern y = 3x, which is another typical sign of a proportional relationship along the axis.

But it looks like there might be a mistake in your graph details because the point (8,27) doesn't fit the pattern y=3x. For x = 8, y should be 24 instead of 27. If that's not a typo, the graph doesn't represent a proportional relationship.

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Answer:

is a function that is defined on a sequence of intervals

Step-by-step explanation:

next time please just search it up on google.

Answer:

A piecewise function has different rules for different parts of its domain. The following situation can be modeled by a piecewise function.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Rules for Dilations. In geometry, a transformation is an operation that moves, flips, or changes a shape to create a new shape. A dilation is a type of transformation that enlarges or reduces a figure (called the preimage) to create a new figure (called the image)

Answer:

D

Step-by-step explanation:

Answer: 33

5x+10x+25x= 1320 or 40x= 1320

Jamie has 33 nickels.

To find out how many nickels Jamie has, we need to set up an equation.

Let's assume Jamie has x nickels. Since Jamie has an equal number of nickels, dimes, and quarters, he also has x dimes and x quarters.

The value of x nickels is 5x cents, the value of x dimes is 10x cents, and the value of x quarters is 25x cents.

According to the problem, the total value of all the coins is $13.20, which is equal to 1320 cents.

So we can write the equation as follows: 5x + 10x + 25x = 1320.

Combining like terms, we get 40x = 1320. Dividing both sides by 40, we find that x = 33.

Therefore, Jamie has 33 nickels.

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Answer:

44 hours

Step-by-step explanation:

Decreasing the people by a factor of 2 means we have 3 people

The job takes 6* 22 = 132 people hours

When we decrease the people, it will take more hours

132 people hours = 3 people * t hours

Divide each side by 3

132/3 = 3t/3

44 = t

It will take 44 hours

Put the coordinates of the point (1, 9) to the inequality y > 6x + 3:

9 > 6(1) + 3

9 > 6 + 3

9 > 9    FALSE

[tex]\left\{\begin{array}{ccc}2x+3y=12&|\text{multiply both sides by 2}\\-4x-6y=-24\end{array}\right\\\underline{+\left\{\begin{array}{ccc}4x+6y=24\\-4x-6y=-24\end{array}\right}\qquad\text{add both sides of the equations}\\.\qquad\qquad0=0\qquad TRUE\\\\2x+3y=12\qquad\text{subtract 2x from both sides}\\\\3y=12-2x\qquad\text{divide both sides by 3}\\\\y=4-\dfrac{2}{3}x\\\\Answer:\ \text{It's the dependent system of equations}\\\\\left\{\begin{array}{ccc}x\in\mathbb{R}\\y=4-\dfrac{2}{3}x\end{array}\right[/tex]

Solving the system using elimination reveals that the two equations are dependent, resulting in infinitely many solutions since they represent the same line. There is no unique solution for x and y.

To solve the system of equations 2x + 3y = 12 and -4x - 6y = -24 using the elimination method, we aim to eliminate one variable by combining the equations. First, notice that the second equation is exactly -2 times the first equation. If we multiply the first equation by 2, we would have identical left-hand sides but with opposite signs, which would cancel out when added together.

Multiplying the first equation by 2 gives 4x + 6y = 24. Now, add this new equation to the second equation:

Adding them results in 0 = 0, which indicates that the two equations are dependent, and the system has infinitely many solutions. This is because each equation is a multiple of the other, and they both represent the same line. Therefore, we cannot isolate x or y to find a unique solution. The system is consistent and dependent.

The sllope-intercept form:

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

[tex]6y-12=14x[/tex]          add 12 to both sides

[tex]6y=14x+12[/tex]      divide both sides by 6

[tex]y=\dfrac{14}{6}x+\dfrac{12}{6}\\\\\boxed{y=\dfrac{7}{3}x+2}[/tex]

To change the equation 14x=6Y-12 into slope-intercept form, first isolate Y by adding 12 to both sides, then dividing by 6. This results in the equation Y = (7/3)x + 2.

The equation provided is 14x=6Y-12 and we need to transform it to slope-intercept form, which has a general format of y = mx + b, where m is the slope and b represents the y-intercept.

Let's start by isolating y in the equation:

So, the slope-intercept form of the given equation is Y = (7/3)x + 2.

Learn more about Slope-Intercept Form

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Answer:

I would pick the letter C

Step-by-step explanation:

Answer: There is not error in finding the product. The result is: [tex]=\frac{3}{25}[/tex]

Step-by-step explanation:

1. You have the following multiplication shown in the problem above:

[tex]\frac{2}{5}*\frac{3}{10}[/tex]

2. To solve it you must multiply the numerators and multiply the denominators, as you can see below:

[tex]\frac{2*3}{5*10}=\frac{6}{50}[/tex]

3. When you simplify the product, you obtain the following result:

[tex]=\frac{3}{25}[/tex]

Final answer:

To order the given fractions from least to greatest: 73/100, 2/5, 1/10, convert them to decimals and arrange them in increasing order: 0.1, 0.4, 0.73.

Explanation:

To order the numbers least to greatest, we compare their values. Let's convert these fractions to decimals first:

Now that we have the decimals, we can arrange them from least to greatest:

Answer:

0.3101001000......

0.410100100010000....

Step-by-step explanation:

To find irrational number between any two numbers, we first need to understand what a rational and irrational number is.

Rational number is any number that can be expressed in fraction of form [tex]p/q[/tex]. Since q can be 1, all numbers that terminate are rational numbers. Example: 1, 12.34, 123.66663

Irrational number on the other hand can't be expressed as a fraction and do not terminate. Also, there is no pattern in numbers i.e. there is no repetition in numbers after the decimal point.

For example: 3.44444..... can be expressed as rational number 3.45.

But 3.414114111.... is an irrational number as there no pattern observed. Also,it does not terminate.

We can find infinite number of irrational numbers in between two rational numbers.

Irrational numbers in between 0.3 and 0.7:

0.3101001000......

0.410100100010000....

0.51010010001.......

0.6101001000....

There are many others. We can choose any two as answers.

Answer:

1430 yards

Step-by-step explanation:

Note that [tex]1\text{ acre}=\dfrac{1}{640}\text{ square mile}.[/tex] Then

[tex]25\text{ acres}=\dfrac{25}{640}\text{ square mile}.[/tex]

If one side of the restangular field measures exactly [tex]\dfrac{1}{4}[/tex] mile, then let the second side be x miles and

[tex]\dfrac{25}{640}=\dfrac{1}{4}\cdot x,\\ \\x=\dfrac{\frac{25}{640}}{\frac{1}{4}}=\dfrac{25}{640}\cdot \dfrac{4}{1}=\dfrac{25}{160}=\dfrac{5}{32}\ mile.[/tex]

The perimeter of the rectangle will be

[tex]P=2\cdot \dfrac{1}{4}+2\cdot \dfrac{5}{32}=\dfrac{2\cdot 8+10}{32}=\dfrac{26}{32}=\dfrac{13}{16}\ mile.[/tex]

Since [tex]1\ mile=1760\ yards,[/tex] then [tex]\dfrac{13}{16}\ mile=\dfrac{13}{16}\cdot 1760=1430\ yards.[/tex]

To fence a 25-acre rectangular field with one side 1430 yards of fencing is needed.

To order fencing for a 25-acre, rectangular field, with one side measuring exactly  1/4 mile, we first need to determine the field's dimensions. Since a mile equals 1760 yards, one side of the field is

1/4 x 1760 = 440 yards.

Now, to find the other side, we use the area formula (Area = length x width).

The field is 25 acres, and 1 acre equals 4840 square yards. So the field has an area of 25 x 4840 square yards.

Let's denote the unknown side as 'width':

= 25 x 4840 = 440 x width

Width =  25 x 4840/ 440

= 275 yards

Now that we have both the length and the width, we can find the perimeter, which is the total length of fencing needed. The perimeter of a rectangle is 2  x (length + width).

Perimeter = 2 x (440 + 275) = 2 x 715

= 1430 yards

Therefore, to enclose the field completely, you would need 1430 yards of fencing.