The following table represents a sample of sale prices, in thousands of dollars, and number of
new homes available at that price in 2017
160/180 | 200 | 220 | 240 | 26 |
280
Sale Price, p
(in thousands of dollars)
Number of New Homes Available
fip)
126
103
82
751
40
20

Answer:

Rhombus

Step-by-step explanation:

4 units from Y-axis means 4 units to the left and 3 units from X-axis means 3 units up.

Answer:

its a Diamond which is also called a Rhombus

Step-by-step explanation:

when it is saying 4 units from the Y-axis it means 4 away so that means X-axis is 3 and Y-axis is 4

bc when it say 3 from the x-axis it really three away so it goes up 3

coordinates= (3,4)

Answer:

a. 17

b. 7

c. 2

Step-by-step explanation:

a. (20)-3=17

b. (10)-3=7

c. (5)-3=2

Answer: the answer is -1, -2

Step-by-step explanation:

Answer:

A

Step-by-step explanation:

This can be easily seen. 7/14 simplified is 1/2. When 20/40 is simplified, it's also 1/2

Answer: $324

Explanation: I changed the 8% to 0.08 and multiplied that by 300 and got 24. Then I added 300+ 24 to get $324.

Answer:

324

Step-by-step explanation:

final cost = (100+8)% of 300 = 324

Answer:

x < 3

Step-by-step explanation:

4x - 1 < 11

4x < 12

x < 3

Answer:

x<3

Step-by-step explanation:

Answer: wow that’s long um hold I will answer in 5 min

Step-by-step explanation:

Answer:

oh I don't know, just need some points

Answer:

{-12, 9, 24}

Step-by-step explanation:

Set the given f(x) = (x - 9)(x + 12)(x - 24) = to 0.  Then, one by one, set each factor = to 0 and solve for x:  We get the zeros {-12, 9, 24}

Answer: x = 9, x = −12, x = 24

Answer:

Multiply the numerators and the denominators.

Step-by-step explanation:

Problem: [tex]\dfrac{1}{x^2}- \dfrac{2}{y}\div y-2x^2[/tex]

Step 1: [tex]\dfrac{y}{x^2y}- \dfrac{2x^2}{x^2y}\div y-2x^2[/tex]

Step 2: [tex]\dfrac{y-2x^2}{x^2y} \div \dfrac{y-2x^2}{1}[/tex]

Step 3: [tex]\dfrac{y-2x^2}{x^2y} X \dfrac{1}{y-2x^2}[/tex]

The next step would be to multiply the numerators and the denominators.

Step 4: [tex]\dfrac{y-2x^2}{(x^2y)(y-2x^2)}[/tex]

Since [tex]y-2x^2[/tex] is common in the numerator and denominator, it divides itself, thus our result is:

[tex]\dfrac{1}{x^2y}[/tex]

Answer:

square root of 25=5 and square root of (x+9)=(x+9) so the answer is.... x+9=+-5

Step-by-step explanation:

Answer: 4 games

Step-by-step explanation:

Whether Denise bowls or not, he incurs rent for bowling shoes and per bowling he has to pay $4.75 while he rented shoes for $3.

Then the equation is:

y = 3 + 4.75x

Where

y is the total cost

x is Number of bowling

y = 3 + 4.75x

3 + 4.75x = 22

4.75x = 22 - 3

4.75x = 19

x = 19/4.75

x = 4

Denise bowled 4 games.

Final answer:

To determine the number of games Denise bowled, an equation was set up using the cost of shoe rental and per game cost, and solved algebraically. Denise bowled 4 games.

Explanation:

The subject of this question is Mathematics, specifically focusing on simple algebra and solving equations. Denise's total expense for bowling is composed of a fixed cost for shoe rental and a variable cost for the games she played. The total cost is the sum of these two amounts. We can set up an equation to find out how many games she played:

Let x be the number of games Denise bowled. The cost of shoe rental is a fixed $3, and the cost per game is $4.75. So, the equation representing the total cost is:

3 + 4.75x = 22

Now, we will solve for x:

Therefore, Denise bowled 4 games. This is a typical middle school algebra problem involving linear equations and is a good example of applying math skills to real-life situations such as budgeting and planning.

Answer:

AB = 8.856 cm
Rounded would get you 8.86 cm.
Hope this helps.

Step-by-step explanation:

I don't know how I got it but it's right.

HOW TO DETERMINE SLOPE AND Y-INTERCEPT: Use the instructions below to answer this question.

EQUATION: y=[tex]\frac{-3}{4}[/tex]x-3

-------------------------------------------------

FINDING THE Y-INTERCEPT:

Do this simply by finding the number your graph starts at on the Y-Axis (vertical line)! In this case, it's at -3!

FINDING SLOPE:

Remember that slope is rise over run ([tex]\frac{rise}{run}[/tex])

RISE = How far the line goes up and down.

RUN = How far the line goes left or right.

HOW DO I FIND IT? All you have to do is count both rise and run from one point on the line to another! WARNING: The point must hit at a vertex, it cannot be counted if it is in the center of the box, or anywhere that does not touch the edge. I also suggest starting from the Y-Intercept and counting.

GOING LEFT OR DOWN: This is a positive number

GOING RIGHT OR UP: This is a negative number.

(You will see how this applies, below, yayyyy)

CALCULATING OUR NUMERATOR, AKA RISE:

Starting from the y, to get to the next point on the line, you can see we have to go down three. This means our numerator is -3!

CALCULATING OUR DENOMENATOR, AKA RUN:

Starting from where we just stopped, we must continue getting to the next point, and to do that, you can see we have to go to the right four! This means our denomenator is 4!

The dimensions of the rectangle are 9 inches (width) and 16 inches (length) as obtained from solving the quadratic equation derived from the facts provided.

To solve this problem, let's denote the width of the rectangle as x in inches. Since we know that the length of the rectangle is 7 inches longer than its width, we can write it as x + 7 inches. The area of a rectangle is calculated by multiplying its length by its width. Here, it's given as 144 square inches.

Setting up the equation for the area, we get x(x + 7) = 144.

Solving this quadratic equation, we find that x = 9. As a result, the width is 9 inches and the length, being 7 inches longer, is 16 inches. Therefore, the dimensions of the rectangle are 9 inches by 16 inches.

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Step-by-step explanation:

The answer is 342

Because when we divide 19 by 13 = 1.46

Then when we divide 500 by 1.46 = 342

Answer:

⅕

Step-by-step explanation:

x(x - 2) + x + 2x + 8 + 10 = 60

x² - 2x + 3x - 42 = 0

x² + x - 42 = 0

x² + 7x - 6x - 42 = 0

x(x + 7) - 6(x + 7) = 0

(x + 7)(x - 6) = 0

x = 6, -7(not possible)

x = 6

P(B/20th century) = x/[x(x-2) + x]

= 6/[6(4)+6]

= 6/30

= 1/5

Answer:

D) 114

Step-by-step explanation:

got it right on edge

Out of all 252 twelfth graders, the number of students that rode in a car to school is 114.

The first step is to determine the total number of students that rode a bicycle to school

Students that rode a bicycle to school = 815 - (276 + 196 + 314) = 29

The second step is to determine how many twelfth graders rode a bicycle to school: 29 - (8 + 10) = 11

Number of twelfth graders that rode a car to school = 252 - (99 + 11 + 28) = 114

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Answer: Here is the answer

Step-by-step explanation:

The correct missing proof are Δ UXY ~ Δ UST and subtraction property of equality.

Two triangles are said to be similar if their corresponding sides are equal and if the ratio of the sides are in equal ratios.

The proof is as follows :-

The given steps are;

1. Δ STU with ST || XY,                                1. Given

2. ∠1 and ∠2 are corresponding angles,   2. Def of corresponding angles

3. ∠3 and ∠4 are corresponding angles,  3. Def of corresponding angles

4. ∠1 ≅ ∠2; ∠3 ≅ ∠4,                              4. Corresponding angles theorem

5. Δ UXY ~ Δ UST                                       5. AA similarity theorem

6. SU/XU = TU/YU                                      6. Def of similar triangles  

7. SU = SX + XU, TU = TY +  YU,           7. Segment addition postulate

8. (SX + XU)/(XU) = (TY + YU)/(YU)        8. Substitution property    

9. SX/XU + 1 = TY/YU+1                          9. simplification

10. SX/XU = TY/YU                                 10. subtraction property of equality.

Hence, the correct missing proof are Δ UXY ~ Δ UST and subtraction property of equality.

Learn more about similar triangles, click;

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Answer:

10x²+3x-4

(2x-1)(5x+4)

x= 1/2

x= -4/5

Answer:

A) 53

B) 53%

C) 37%

D) 63%

E) Yes.

Step-by-step explanation:

A) 53 people did not get headaches at all.

B) To solve for the percentage of participants that reported they did not get a migraine headache, you will need to divide out of the TOTAL number of people:

53/100= .53 --> Convert to percentage--> .53×100 = 53%.

C) To find this value, you will need to divide out of the amount of people that took MEDICINE and got a headache:

22/60≈0.367--> Convert to percentage --> 0.367×100≈37%

D) This percentage will be found out of who did NOT take the medicine:

25/40= 0.625 --> Convert to percentage --> 0.625×100≈63%

E) The medicine did help prevent migraine headaches because the percentage that got migraines with the medicine is lower than the percentage that got migraines WITHOUT the medicine.

Answer:

is there any mistake in your question?

Step-by-step explanation:

(15x + 33x) / 3 = 5x + 11x = 16x

Answer:

(20) 15 and 90

(21) $10 for adults and $4.50 per child

(22) 10 quarters and 15 dimes

Step-by-step explanation:

lol too much to explain but im certain im correct abt them. Good luck

Answer:

  6 bags

Step-by-step explanation:

1 yard is 3 feet, so the area of the cage is ...

  A = LW

  A = (9 ft)(3 ft) = 27 ft^2

At 5 square feet per bag, the number needed is ...

  (27 ft^2)/(5 ft^2/bag) = 5.4 bags

We assume that Amelia can only buy whole bags, so ...

Amelia will have to buy 6 bags to cover the floor of the cage.

Answer:

Expression A and C are correct because 9x - 3x = 6x and 5x + x = 6x, then -4

After simplification, Expression A (6x - 4) and Expression C (6x - 4) are equivalent to each other, but Expression B (12x - 4) is not equivalent to the other two.

The student's teacher presented a problem to determine the equivalence of three algebraic expressions: Expression A (9x - 3x - 4), Expression B (12x - 4), and Expression C (5x + x - 4).

Brianna incorrectly states that all three expressions are equivalent simply because they all evaluate to -4 when x = 0. However, this is a misinterpretation, as equivalence between algebraic expressions means that they yield the same result for all values of x, not just a single value.

To correct this, we simplify each expression:

Expression A: 9x - 3x - 4 simplifies to 6x - 4.

Expression B: 12x - 4 remains the same.

Expression C: 5x + x - 4 simplifies to 6x - 4.

After simplification, we see that Expression A is equivalent to Expression C, both simplifying to 6x - 4. However, Expression B remains different, with the term 12x - 4.a

Answer:

An arc is a segment of a circle. An arc measure is the measure of an angle that the arc creates in the center of a circle, while an arc length is the span of the arc. This measure can be given in degrees or radians. We can easily convert between the two using the fact that pi radians = 180 degrees.

Step-by-step explanation:

Answer:

1440 minutes

Step-by-step explanation:

24 hours a day x 60 minutes an hour = 1440 minutes on a day

Answer: I believe the answer is $6.00

Answer:

approx 31.24 euro

Step-by-step explanation:

area of vickys wall =5.7 × 2.8=15.96

area covered by one wallpaper=0.53×12=6.36

no of wall paper required=area of wall/area of 1 wall paper

=15.96÷6.36=2.50943396226

cost of 1 wall paper=12.45

cost of 2.50943396226 wall paper=31.2424528302 euro

Answer:

4498.91

Step-by-step explanation:

Answer:[tex]330^{\circ}[/tex]

Step-by-step explanation:

Given

Circumference of circle [tex]C=12\ units[/tex]

Arc length [tex]l=11\ units[/tex]

we know arc length is given by

[tex]l=\frac{\theta }{360^{\circ}}\times 2\pi r[/tex]

substituting value we get

[tex]11=\frac{\theta }{360}\times 12[/tex]

[tex]\frac{11}{12}=\frac{\theta }{360}[/tex]

[tex]\therefore \ \theta =330^{\circ}[/tex]

The central angle of the arc is approximately 330 degrees.

The question involves finding the central angle of an arc in degrees when the circumference of the circle is 12 and the arc length is 11. To solve this, it's essential to understand the relationship between the arc length, the central angle, and the circumference of the circle.

The formula we use is (Central Angle in degrees) / 360 = Arc Length / Circumference. Given that the circumference is 12 and the arc length is 11, we can substitute these values into the formula to find the central angle.

Thus, the calculation is as follows: (Central Angle in degrees) / 360 = 11 / 12.

By cross-multiplication, we find that the

Central Angle in degrees = (11 / 12) × 360.

This gives us a central angle of approximately 330 degrees.