The x- and y-axes divide the coordinate plane into four regions. What are they called?

Answer:

18r+33

Step-by-step explanation:

Answer:

SOmeOne HelP Me WiTh ThIs QuEsTioN pLz

Step-by-step explanation:

The rate of increase in population is r = 12,600 people/year.

We want to find the rate of change in the population of Austin, Texas in the years between 1980 and 1990.

We will assume that this increase in population is modelled with a linear equation, remember that a general linear equation is y = ax + b.

Where the rate of change, or slope, is a.

We know that if a line passes through two points (x₁, y₁) and (x₂, y₂) the slope is given by the formula: m=(y₂-y₁)/(x₂-x₁).

For this case we have two points, these are:

(1980, 346,000)

(1990, 472,000)

Then the slope or rate of change is (472,000-346,000)/(1990-1980)

=12,6000/10

=12,600

Therefore, the rate of increase in population is r = 12,600 people/year.

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The population of Austin, Texas in 1980 was 346,000 people. The population in 1990 was 472,000 people. What is the rate of change of the population with respect to the year for this function?

Answer:

0.4

Step-by-step explanation:

you have to divide 2 by 5 that gives you 0.4

Answer: The equation has a slope of 3 and passes through the point (1,-1)

is 3 x-y=4

Step-by-step explanation:

Step 1 :-

An equation having slope 'm' and passing through the point

is [tex]y-y_{1} = m(x-x_{1} )[/tex].......(1)

Step 2:-

Now given equation slope m=3 and given point is (1,-1)

substitute these values in equation(1), we get

[tex]y-(-1)=3(x-1)[/tex]

on simplification, we get

[tex]y+1 = 3 x-3[/tex]

[tex]3 x-y=4[/tex]

Answer:

The answer is shown in the plotted graph attached with the answer.

Step-by-step explanation:

i) Let y = f(x)

ii) According to the first equation we will consider x = -6, -5, -4, -3, -2, -1, 0, and

   1

Therefore   x   and     y = x + 4         for -6 ≤   x   <  2

iii) y = 6 when x = 2 is the second equation given for the graph

iv)            x                  y = -x + 2        for x > 2 is the third equation given

Answer:

Step-by-step explanation:

emily : 16 + 22x....with x being the number of days

Lily : 24 + 18x

16 + 22x = 24 + 18x

22x - 18x = 24 - 16

4x = 8

x = 8/4

x = 2 <==== they will be on the same page in 2 days

16 + 22x = 16 + 22(2) = 16 + 44 = 60

24 + 18x = 24 + 18(2) = 24 + 36 = 60

and they will both be on page 60 <===

They are both in page 60

Let the number of days that they used in reading till they are on the same page be represented by x.

Since Emily has already read 16 pages. Emily reads 22 pages per day until the book is finished. This can be represented as:

Emily = 16 + (22 × x) = 16 + 22x

Lily has already read 24 pages and she reads 18 pages per day until the book is finished. This can be represented as:

Lily = 24 + (18 × x) = 24 + 18x

Then, we will equate the two equations and this will be:

16 + 22x = 24 + 18x

Collect like terms

22x - 18x = 24 - 16

4x = 8

Divide both side by 4

4x/4 = 8/4

x = 2

Therefore, the number of days will be in 2 days time.

Then the page number will be gotten by choosing any of the equations and this will be:

= 16 + 22x

= 16 + 22(2)

= 16 + 44.

= 60

Also, 24 + 18x will be:

= 24 + 18(2)

= 24 + 36

= 60

They are both in page 60

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Eric is wrong because even square numbers do not always have more factors than odd square numbers for example square of 785.

Given :

Even square numbers always have more factors than odd square numbers.

The following steps can be used in order to show that Eric is wrong:

Step 1 - According to the given data, even square numbers always have more factors than odd square numbers.

Step 2 - So, to prove this statement wrong there are some examples given in the below steps.

Step 3 - The square of 61 gives 3721 whose total number of factors are 4 similar number of factors as 4.

Step 4 - The square of 785 gives 616225 whose total number of factors are more than 16.

For more information, refer to the link given below:

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Answer:

x = 4 and x = 7

Step-by-step explanation:

Given that the segment in the triangle is parallel to the third side of the triangle and intersects the 2 sides then it divides these 2 sides in proportion, thus

[tex]\frac{x}{12}[/tex] = [tex]\frac{x+1}{15}[/tex] ( cross- multiply )

15x = 12(x + 1) ← distribute

15x = 12x + 12 ( subtract 12x from both sides )

3x = 12 ( divide both sides by 3 )

x = 4

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

[tex]\frac{8}{7}[/tex] = [tex]\frac{16}{2x}[/tex] ( cross-  multiply )

16x = 112 ( divide both sides by 16 )

x = 7

Addition of 6q + 1 and q + 11 is 7q + 12

Solution:

Given that, we have to add the given two expressions

Given expressions are:

6q + 1 and q + 11

We have to add both the expressions

Addition of 6q + 1 and q + 11 = 6q + 1 + q + 11

Add the coefficients of same variable. Here "q" is present in two terms

Therefore, add 6q and q

Similarly, add the constants 1 and 11

Thus finally addition is done as:

[tex]6q + 1 + q + 11 = 7q +12[/tex]

Thus addition of 6q + 1 and q + 11 is 7q + 12

Question:

Given f(x) = 3x-1 and g(x)=2x-3, for which value of x does g(x) = f(2)?

Answer:

The value of x is 4 for g(x) = f(2)

Solution:

Given that,

[tex]f(x) = 3x-1\\\\g(x) = 2x - 3[/tex]

We have to find the value of "x" such that g(x) = f(2)

Let us first find f(2)

Substitute x = 2 in f(x) function

[tex]f(x) = 3x-1\\\\f(2) = 3(2) - 1\\\\f(2) = 6 - 1 = 5[/tex]

Thus f(2) is 5

Now find: g(x) = f(2)

Equate given function of g(x) and f(2) which is found to be 5

[tex]g(x) = f(2)\\\\2x - 3 = 5\\\\\text{Move the constants to other side }\\\\2x = 5 + 3\\\\2x = 8\\\\\text{Divide both sides of equation by 4 }\\\\x = 4[/tex]

Thus for x = 4 , we get g(x) = f(2)

Answer:

By ASA

Step-by-step explanation:

<SVR=<VRT (ALTERNATE ANGLES)

SIDE RV=SIDE RV (COMMON)

<SRV=<TVR (ALTERNATE ANGLES)

So by side angle side postulate both triangles are congruent

Hope u understand

Brainliest?

Step-by-step explanation:

Sorry I'm not too sure about that one, but this video might help, sorry!

https://youtu.be/JtgABYPsv7g

Good morning ☕️

Answer:

an= 4 . (2)ⁿ⁻¹

an= 3 + 4(n-1)

an = 4+2(n-1)

an = 2 + 3(n-1)

an = 3 . (4)ⁿ⁻¹

a, = 2 · (3)9 - 1

→ an arithmetic sequence with a first term of 2 and a common difference of 3

an = 2 + 3(n-1)

→ a geometric sequence with first term of 4 and a common ratio of 2

an= 4 . (2)ⁿ⁻¹

→ a geometric sequence with first term of 3 and a common ratio of 4

an = 3 . (4)ⁿ⁻¹

→ an arithmetic sequence with a first term of 3 and a common difference of 4

an= 3 + 4(n-1)

:)

Answer:

The x equal 7

Answer:

X = 7

Step-by-step explanation:

21 = 3x

x = 21/3

= 7

Answer:

(m - 3n)(m + 3n).

Step-by-step explanation:

This is the difference of 2 squares, so we use the identity:

a^2 - b^2 = (a - b)(a + b).

So m^2 - 9n^2

(m - 3n)(m + 3n).

Answer:

Please check the attached figure a for a complete visual.

Step-by-step explanation:

Considering the triangle ΔABC with vertices

When a figure is multiplied by a scale factor greater than 1, the figure is enlarged.

As the center of enlargement is (4, 4).

So, Draw a straight line from vertex A to the point (4, 4). Count how many units it needed in two dimensions to reach the center of enlargement (4, 4).

In case of vertex A, it was 6 units right and 4 units up. So, multiply them with 1.5 and locate the resulting position as A' which is the image of A after the scale factor of 1.5 using the center of enlargement as (4, 4).

So, when we multiply '6 units right' with 1.5, it becomes 9 units. So, move 9 units right from the center of enlargement (4, 4).

Similarly, when we multiply '4 units up' with 1.5, it becomes 6 units. So, move 6 units up from the center of enlargement (4, 4).

So, new the position of A' is shown in figure a.

Similarly, the vertex B and C are enlarged and the positions of B' and C' are shown in figure a.

The complete enlargement of triangle ΔABC is done as ΔA'B'C'. Please check the attached figure a for a complete visual.

Keywords: enlargement, scale factor, transformation

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Step 1) Place the non-pencil part of the compass at point W and the pencil part at point X. Draw a circle. This circle has a radius of WX.

Step 2) Keep the compass the same width, place the non-pencil part at point X and the pencil part at point W. Draw a circle. This circle has the same radius.

Step 3) The two circles intersect at two other points, A and B. One point is above WX and the other is below. Connecting AB forms the perpendicular bisector.

See the diagram below.

Ratio is a comparison of two values or two quantities.

Fraction is a another form of ratio.

The first term and the second term in the ratios are important.

It should not be changed.

The first quantity value is in first term and the second quantity value is in second term of the ratio.

Ratio and fractions are same.

Example:

The ratio of male to female in the school is 5 : 6.

5 represents male students and 6 represents female students.

The fraction form of the above ratio is [tex]\frac{5}{6} .[/tex]

The expressions representing the total flyers each girl will label, the number of earrings Rhonda has, and the amount of money Gina has are 50 + f/4, 0.5x + 15, and 2x + 50, respectively.

The correct answer for the following question 1) option (D), question 2) option (B) and for question 3) option (A)

To determine the number of flyers each girl will label including the additional flyers, we assume that Marilyn and her three friends will continue to share the work evenly. They have labeled 200 flyers so far, equally, which means each has labeled 200 / 4 = 50 flyers. If f represents the number of additional flyers they will label, and they continue to share this work equally, each will label f/4 more flyers. Thus, the total number each girl will label is 50 (already labeled) + f/4 (additional), represented by the expression 50 + f/4, which corresponds to option D.

For the number of earrings Rhonda has, if x represents the number of earrings that Sharon has, Marilyn has half of this amount, or 0.5x. Rhonda has 15 more than Marilyn, so the total number of earrings Rhonda has can be represented by the expression 0.5x + 15, which is option B.

In the case of the savings, if x represents the amount of money Sam has, Hector has twice this amount, so Hector has 2x. Ted has saved $100 more than Hector, leading to 2x + $100. Gina saved $50 less than Ted, which is (2x + $100) - $50, simplified to 2x + 50, and that corresponds to option A.

Answer:

48 is 60% of 80.

Answer:

60%

Step-by-step explanation:

48: 80*100 =

(48*100) :80 =

4800:80 = 60

Answer:

I do not see the picture, but if the following measurements are correct, then you have your answer!

The sides of the square base are labeled 0.9 foot. The height of one of the triangular sides is labeled 4 feet

Step-by-step explanation:

Answer:

8.01

Step-by-step explanation:

Answer:

  16 ft

Step-by-step explanation:

One of the other three sides is 12 ft. After that fence is subtracted from the total, there are 32 ft of fence left for the other two sides of the rectangle. That allows those sides to be 32 ft/2 = 16 ft long.

The rectangle can be 12 ft by 16 ft. The longer dimension is 16 ft.

The longer dimension of the rectangular garden is 16 feet. This is found by understanding the perimeter of a rectangle and subtracting the known side from the total fencing available before dividing the result by 2.

The subject of this question is Mathematics, specifically related to the area and perimeter of rectangles. To find the length or the longer dimension of the rectangular garden, we need to understand the concept of the perimeter of a rectangle. The perimeter is the sum of all sides of the rectangle. Here, the problem provides us with one side of the rectangle to be 12 feet and the sum of the remaining three sides to be 44 feet.

Considering that the rectangular garden has two equal longer sides and two equal shorter sides, we can say the shorter side is 12 feet. Therefore, the combined length of the other two sides (the longer sides) must be 44-12=32 feet. Because these are equal, each one is 32/2 = 16 feet.

Therefore, the longer dimension of the rectangular garden is 16 feet.

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Answer:

x=2

Step-by-step explanation:

x2=64

Divide 2 by 2 and do the same thing to the other side 64 divided by 2. Then that leaves x=32

Answer:

x = 32

Step-by-step explanation:

x2 = x × 2

so x = 32

beacuse 64 ÷ 2 = 32

your welcome

please give me brainliest i just need 1 more!

Answer:

The numbers are 32 , 48

Step-by-step explanation:

Average = 40

Sum of two numbers = 40 * 2 = 80

Let one number =x

Other number = 80 - x

Product of two numbers = GCD * LCM

x*(80-x) = 16*96

80x - x² = 1536

1536 + x² - 80x = 0

x² - 80x + 1536 = 0

x² - 48x - 32x + (-32) * (-48) = 0

x (x -48x) -32 (x -48) =0

(x - 48) ( x - 32) = 0

x - 48 = 0    ; x - 32 = 0

x = 48          ; x = 32

Answer:

B: Reflection

That's the answer.

Since 2323 = 23*101 has no perfect square factors, this means we cannot simplify [tex]\sqrt{2323[/tex] into the form [tex]a\sqrt{b}[/tex]

It seems like your teacher may have made a typo. I would double check with them.

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

I'll show you how to simplify a different problem. Let's say we want to simplify [tex]\sqrt{232}[/tex]

Find the prime factorization of the radicand:

232 = 2^3*29

we can rewrite the "2^3" as "2^2*2" to pull out the perfect square factor, which helps us simplify as such:

[tex]\sqrt{232} = \sqrt{2^3*29}[/tex]

[tex]\sqrt{232} = \sqrt{2^2*2*29}[/tex]

[tex]\sqrt{232} = \sqrt{2^2*58}[/tex]

[tex]\sqrt{232} = \sqrt{2^2}*\sqrt{58}[/tex]

[tex]\sqrt{232} = 2*\sqrt{58}[/tex]

For the last two steps I used these square root rules

[tex]\sqrt{x*y} = \sqrt{x}*\sqrt{y}[/tex]

[tex]\sqrt{x^2} = x[/tex] where x is nonnegative

Final answer:

The square root of 2323 in simplest radical form is 29√3, where 29 is the number outside the radicand and √3 is the radicand.

Explanation:

When simplifying the square root of 2323 to its simplest radical form, the goal is to express the square root as a product of a radicand that has no perfect square factors other than 1, and a number outside the radicand, if possible. We start by finding the prime factors of 2323 and look for pairs of prime factors, as pairs will be taken out of the square root as single numbers. Upon factoring 2323, we find that it can be expressed as 2323 = 29 x 29 x 3. Taking the square root of this expression gives us:

√2323 = √(29 x 29 x 3)

Recognizing that 29 is a perfect square, we take the square root of 29 x 29, which gives us 29. The square root of 3 remains inside the radicand since it is not a perfect square:

√2323 = 29√3

Therefore, √2323 in simplest form as a radicand and a number outside the radicand is 29√3.

Answer:

15x + 9y= 36

Step-by-step explanation:

To find such an equation, it would simply have to be a multiple of the given equation. So, multiply the whole equation by any integer (to make life easy):

[tex]3(5x+3y)=3(12)[/tex]

[tex]15x+9y=36[/tex]

Answer:

[tex]4[/tex] ounces of nuts are there per cake.

Step-by-step explanation:

Given Isaac used [tex]\frac{1}{4}[/tex] of an ounce of nuts to make [tex]\frac{1}{16}[/tex] of a pound cake.

We need to find ounces of nuts per cake.

We can see that  [tex]\frac{1}{16}[/tex] pound of the cake made by [tex]\frac{1}{4}[/tex] ounce of nuts.

We will multiply both side by [tex]16[/tex].

So, [tex]\frac{16\times 1}{16}=1[/tex] pound of cake will be made by [tex]\frac{1}{4}\times 16=4[/tex] ounces of nuts.

So, there are [tex]4[/tex] ounces of nuts there per cake.

Answer:

[tex]Width = 2\frac{1}{4}cm[/tex]

[tex]Length=5\frac{5}{12} cm[/tex]

Step-by-step explanation:

Data from the question;

Perimeter of a rectangle is [tex]15\frac{1}{3}[/tex] cm

Length is [tex]3\frac{1}{6}[/tex] cm longer than the width

We are supposed to determine the length and the with of the rectangle;

Assuming, the width x cm

Then, the length is [tex]x+3\frac{1}{6}[/tex] cm

We need to know that the perimeter of a rectangle is given by;

Perimeter = 2 ( length + width)

Therefore;

[tex]15\frac{1}{3}= 2 ( x + (x+3\frac{1}{6}))[/tex]

[tex]15\frac{1}{3}=2(2x+3\frac{1}{6})[/tex]

Thus;

[tex]15\frac{1}{3}=4x+6\frac{1}{3}[/tex]

[tex]4x=9\\x=2\frac{1}{4}[/tex]

Therefore;

[tex]Width = 2\frac{1}{4}cm[/tex]

[tex]Length = x + 3\frac{1}{6}[/tex]

           [tex]=2\frac{1}{4}+3\frac{1}{6}[/tex]

            [tex]=5\frac{5}{12} cm[/tex]

Therefore; the length is [tex]5\frac{5}{12}[/tex] cm while the width is [tex]2\frac{1}{4}[/tex] cm