Answer:
[tex]t=5[/tex] dollars per t-shirt
Step-by-step explanation:
Read the problem and write your equation while following along with it
We have 8 t-shirts
Lets 8 t-shirts be represented by 8t
So for our equation we will place and [tex]8[/tex]
Our equation: [tex]8t[/tex]Now it says we have a coupon that subtracts 4 dollars from our total
Our equation: [tex]8t-4[/tex]The final part to add to our equation says that our total before tax was 36 dollars
So here is our equation: [tex]8t-4=36[/tex]add [tex]$[/tex][tex]4[/tex] to both sides
[tex]8t=40[/tex]
Divide both sides by [tex]8[/tex]
[tex]t=5[/tex] dollars per t-shirt
-Side note, make sure to spell your question right. It was a tad bit confusing to read at the start.
-Brainliest please :)
Một đoạn dây kim loại dài 10m được cắt thành hai phần, một phần được gấp lại
thành hình vuông và phần còn lại gấp thành tam giác đều. Chỉ ra cách cắt sợi dây để
diện tích tổng cộng hai hình:
a) Lớn nhất?
b) Nhỏ
nhất?
Answer:
L spedd
Step-by-step explanation:
Which table represents y as a function of x?
X
1
2
0
0
1
2
3
3
X
-1
-1
o
2
1
0
2
3
X
V
1
10
2
3
0
1
2
3
x
V
-1
-1
0
-1
Answer:
reduce
Step-by-step explanation:
become it is un solvef
According to the February 2008 Federal Trade Commission report on consumer fraud and identity theft, 23% of all complaints in 2007 were for identity theft. In that year, Alaska had 321 complaints of identity theft out of 1,432 consumer complaints ("Consumer fraud and," 2008). Does this data provide enough evidence to show that Alaska had a lower proportion of identity theft than 23%? State the random variable, population parameter, and hypotheses.
Testing the hypothesis, it is found that since the p-value of the test is of 0.3015, which is greater than the significance level of 0.05, the data does not provide enough evidence to show that Alaska had a lower proportion of identity theft than 23%.
At the null hypothesis, we test if the proportion is of 23%, that is:
[tex]H_0: p = 0.23[/tex]
At the alternative hypothesis, we test if this proportion is lower than 23%, that is:
[tex]H_1: p < 0.23[/tex]
The test statistic is given by:
[tex]z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}[/tex]
In which:
[tex]\overline{p}[/tex] is the sample proportion. p is the proportion tested at the null hypothesis. n is the sample size.In this problem, the parameters are: [tex]p = 0.23, n = 1432, \overline{p} = \frac{321}{1432} = 0.2242[/tex]
Then, the value of the test statistic is:
[tex]z = \frac{\overline{p} - p}{\sqrt{\frac{p(1-p)}{n}}}[/tex]
[tex]z = \frac{0.2242 - 0.23}{\sqrt{\frac{0.23(0.77)}{1432}}}[/tex]
[tex]z = -0.52[/tex]
The p-value of the test is the probability of finding a sample proportion of 0.2242 or below, which is the p-value of z = -0.52.
Looking at the z-table, z = -0.52 has a p-value of 0.3015.Since the p-value of the test is of 0.3015, which is greater than the significance level of 0.05, the data does not provide enough evidence to show that Alaska had a lower proportion of identity theft than 23%.
A similar problem is given at https://brainly.com/question/14639462
Mike can drive 345 miles on
15 gallons of gas. How many
miles per gallon does Mike
get?
Answer:
23
if you have 15 gallons of gas and it makes it 345 miles that is 345 divided by 15 which is 23 or 023
15x2 equals 30 34 - 30 equals 4 bring the 5 down you have 45 15x3 equals 45, 45 - 45 equals 0
y is inversely proportional to
[tex]x {3}^{?} [/tex]
y=44 when x=a
Find y when x=2a
[tex]\qquad \qquad \textit{inverse proportional variation} \\\\ \textit{\underline{y} varies inversely with \underline{x}} ~\hspace{6em} \stackrel{\textit{constant of variation}}{y=\cfrac{\stackrel{\downarrow }{k}}{x}~\hfill } \\\\ \textit{\underline{x} varies inversely with }\underline{z^5} ~\hspace{5.5em} \stackrel{\textit{constant of variation}}{x=\cfrac{\stackrel{\downarrow }{k}}{z^5}~\hfill } \\\\[-0.35em] \rule{34em}{0.25pt}[/tex]
[tex]\stackrel{\textit{"y" is inversely proportiional to }x^3}{y = \cfrac{k}{x^3}}\qquad \textit{we also know that} \begin{cases} y = 44\\ x = a \end{cases} \\\\\\ 44 = \cfrac{k}{a^3}\implies 44a^3=k~\hfill \boxed{y=\cfrac{44a^3}{x^3}} \\\\\\ \textit{when x = 2a, what is "y"?}\qquad y = \cfrac{44a^3}{(2a)^3}\implies y = \cfrac{44a^3}{8a^3}\implies \blacktriangleright y = \cfrac{11}{2} \blacktriangleleft[/tex]
Do y’all know the answer ….???
Answer:
$500
Step-by-step explanation:
John earns $100 per night.
He works 5 nights a week.
Therefore his weekly gross wage = $100 × 5
= $500
An animal park has lions,tiger an zebras.2/5 of the animals are lions and 3/10 of the animals are zebras. what percentage are tigers?
Answer:
3/10
Step-by-step explanation:
You have to make them the same fraction.
2/5 = 4/10
3/10 =3/10
3/10 + 4/10 = 7/10
10/10 - 10/10 =3/10
3/10 is the amount of tigers.
A check for two hundred fifty dollars as a withdrawal:
A check for $250 serves as an instruction to the bank to withdraw that amount from the account holder's balance and provide it to the recipient upon deposit or cashing.
When a check is written for two hundred fifty dollars ($250) as a withdrawal, it means that the individual is requesting a withdrawal of $250 from their account using a check.
The check serves as a formal written order instructing the bank to pay the specified amount, which in this case is $250, to the person or entity named on the check. The account holder will typically write the check and provide it to the recipient as a means of transferring funds.
The recipient can then deposit or cash the check at their bank, and the bank will process the transaction by deducting $250 from the account holder's bank balance and providing the recipient with the requested funds.
for such more question on transaction
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25 + -100 = 25 - n solve the equation mentally
Answer:
n = 100
Step-by-step explanation:
25 + -100 = 25 - n
=> -100 = -n
=> n = 100
Hoped this helped.
[tex]25-100 = 25 -n\\\\\implies -100 = -n\\\\\implies n = 100[/tex]
Multiply or divide. write fractions in simplest form.
2/3 * (-2 1/4) * (-1 1/2)
i really need help with this problem! i will mark you brainliest :)
Step-by-step explanation:
Okay so, let's turn these into decimals first (rounded to nearest 2 thousandths).
2/3 = 0.66666 (repeating), to the nearest 2 thousandths would be 0.66.
-2 1/4 = -9/4 = -2.25
-1 1/2 = -3/2 = -1.5
then we set up the problem
0.66 × -2.25 × -1.5 = 2.2275 rounded 2.22 as an improper fraction 111/50 and that cannot be simplified any smaller.
Estimate the product.
627x 3.73
2,520
Estimate 627 to 630
3.73's closest estimate is 4
So, 630*4=2,520
Does anyone know how to do this function
Answer:
Step-by-step explanation:
f(x) = 2x + 1
g(x) = ?
h(x) = ln(x)
hgf(x) = ½ln(2x - 3)
All h(x) does is take a natural log of a number, therefore the output
gf(x) = [tex]\sqrt{2x - 3}[/tex]
the change between f(x) and fg(x) is a subtraction of 4 then raising the result to a power of ½.
g(x) = [tex]\sqrt{x - 4}[/tex]
please calculate these angles
Answer:
b=114°
.....................
c=43°
Answer:
A) 87 degrees
B) 114 degrees
C) 43 degrees
guys please help this is graded
For the number line shown, which statement is not true?
Answer:
The first one is incorrect
Step-by-step explanation:
|a| would still be less than b, because you are mirroring a on the other side of b.
The diagram shows where |a| would lie.
-Chetan K
Fred needs 410 game markers to play with his classmates and their families math night. He has 96 red markers, 123 blue markers, 106 yellow markers, and 72 green markers. Does he have enough game markers to play the game?
Answer:
No
Step-by-step explanation:
the reason why i said nonis cause 96+123+106+72=397 which means he still needs 13 more
Ratios:
The number of Anna's baseball cards is 3/4 the number of Patricia's cards. If Anna gives half of her cards to Patricia, what will be the ratio of Anna's cards to Patricia's cards?
Answer:
3/11
Step-by-step explanation:
thank you for the poits
Is the slope y=4/3x+2
(Just double checking) :)
(For linear equations)
Answer:
Yes it is 4/3
Step-by-step explanation:
Which of the expressions are equivalent to the one below? Check all that apply. (8+2 4+2 A. 8+ (2 - 4) + 2 B. 8.4 + 2 + 2 C. (8 + 2). (4+2) D. (8. 4) + (24) + 2
The value of the equation A = ( 8 . 4 ) + ( 2 . 4 ) + 2 = 42
What is an Equation?Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.
It demonstrates the equality of the relationship between the expressions printed on the left and right sides.
Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.
Given data ,
Let the equation be represented as A
Now , the value of A is
Substituting the values in the equation , we get
A = ( 8 + 2 ) . 4 + 2 be equation (1)
On simplifying the equation , we get
A = ( 10 ) 4 + 2
A = 40 + 2
A = 42
Substitute the value of A as
A = ( 8 . 4 ) + ( 2 . 4 ) + 2
On simplifying the equation , we get
A = 32 + 8 + 2
A = 40 + 2
A = 42
Hence , the equation is A = ( 8 . 4 ) + ( 2 . 4 ) + 2
To learn more about equations click :
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PLEASE IM GONNA DIE Paloma rides a scooter. She travels 10 ft. For every 1 second.
Hannah says that Paloma’s ratio of seconds traveled to feet traveled is 10:1. Is Hannah correct? Use a model to explain your thinking
Answer:
She is incorrect; Paloma's ratio of seconds travelled to feet travelled is 1:10.
Step-by-step explanation:
Her ratio is 1:10 because the first number is the number of seconds, and the second number is the number of feet. So for every 1 second, she travels 10 feet, as indicated in the original problem.
Hope this helps.
Unit 4: Congruent Triangles
bimo
Homework 5: Proving Triangles Congruent:
SSS & SAS
Answer:
SSS:
Draw a triangle with sides of 2 cm, 3cm and 4cm and another one of 4cm, 6cm and 8 cm. Both will be SSS congruent.
SAS:
Draw a triangle with sides of 2 cm, 3 cm and another side of your choice. The angle between sides of 2 and 3 cm is 30 degrees. Now draw a triangle with sides of 4 cm, 6cm and another side of your choice (but this one cannot be the double of the 3rd side of the first triangle!) . The angle between the sides of 4 cm and 6 cm should be 60 degrees. Now you have 2 SAS congruent triangles.
expression:
x + 20 + x + 20 + x + 20 + x + 20
Answer: if is simplify the answer is 4x+80
Step-by-step explanation:
Which equation models this situation?
The sum of 23 and a number is 39.
O A. 23 + x = 39
B. 23 - x = 39
C. 39 + x = 23
O D. 23+ 39 = x
(Score for Question 2: of 27 points) 2. Two sidewalks in a park are represented by lines on a coordinate grid. Two points on each of the lines are shown in the tables. Sidewalk 1 х y 2 17 0 5 Sidewalk 2 х у 1 20 3 26 (a) Write the equation for Sidewalk 1 in slope-intercept form. (b) Write the equation for Sidewalk 2 in point-slope form and then convert to slope-intercept form. (c) Is the system of equations consistent independent, coincident, or inconsistent? Explain. a. Note: Review 2.11 Strange Solutions and 5.05 Classifying Systems if you're not sure where to start. (d) Use the substitution or elimination method to solve your system, and explain which one you picked. If the two sidewalks intersect, what are the coordinates of the point of intersection?
PLS HURRRRRRY i need this answer the real one and step by step pls if u dont know it dont try
Answer:
Step-by-step explanation:
From the question, I couldn't really tell what the chart looks like, so I am guessing it looks like this:
Sidewalk 1:
x | y
2 | 17
0 | 5
Sidewalk 2:
x | y
1 | 20
3 | 26
Part a.
Now, we have to write the equation for sidewalk 1 in slope-intercept form.
Slope-intercept form is represented as this: [tex]y=mx+b[/tex], where m is the slope and b is the y-intercept. Because this is true for all values on the line, we can plug in values of the chart for Sidewalk 1.
[tex]17=2m+b\\5=0m+b[/tex]
Subtracting the second equation from the first, we have
[tex]12=2m[/tex], and [tex]m = 6[/tex].
Now, we can just plug 6 back into the first equation to get:
[tex]17=2(6)+b[/tex] to get [tex]17 = 12 + b[/tex], and then [tex]b = 5[/tex].
Now, we can just rewrite slope intercept form for Sidewalk 1 to have
[tex]y=6x+5[/tex].
Part b.
Point-slope form is represented as [tex]y-y_1=m(x-x_1)[/tex], where x and y are the coordinates of one point, and x1 and y1 are the coordinates of another point on the line. Because the chart represented for Sidewalk 2 includes a point, namely [tex](1, 20)[/tex] and [tex](3, 26)[/tex], we can plug this in and solve for the slope:
[tex]26-20=m(3-1)[/tex]
This is it in point-slope form. Because the second part of the question asks us to convert to slope-intercept form, we must solve for the slope, or m.
Expanding, we have [tex]26-20=3m-m[/tex]
Combining like terms, we have [tex]6 = 2m[/tex], and then [tex]3 = m[/tex]. Now, we need to plug a point and the slope back into point-slope form, not needing another point. We choose [tex](1, 20)[/tex], even though [tex](3, 26)[/tex] works just as well.
[tex]y-20=3(x-1)[/tex]
Expanding, we have [tex]y-20=3x-3[/tex]
Adding 20 to both sides, we have [tex]y=3x+17[/tex]
Part c. and d.
We see that both equations do not have the same slope, so then they are not parallel, meaning they don't have no solutions. If they have a solution, we can set them equal to each other.
[tex]3x+17=6x+5[/tex]
Subtracting 3x, we have [tex]17=3x+5[/tex]
Subtracting 5, we have [tex]12 = 3x[/tex]
Dividing by 3, we have [tex]x = 4[/tex].
Because there is no x = x, or anything like that, the solution does not have infinite solutions and therefore has one solution, meaning it is consistent independent.
Also do the line pass through the origin? Explain.
[tex](\stackrel{x_1}{4}~,~\stackrel{y_1}{-1})\qquad \qquad m = -3 \\\\\\ \begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-1)}=\stackrel{m}{-3}(x-\stackrel{x_1}{4})\implies y+1=-3(x-4) \\\\\\ y+1=-3x+12\implies \stackrel{\textit{slope-intercept form}}{y=-3x+11}[/tex]
does it pass through the origin? well, we could draw it, or we can just check that, the origin is at 0,0, or namely when x = 0, y = 0, let's see if that's true, let's make x = 0, let's see what we get for "y".
y = -3(0) + 11 => y = 11
woops, no dice, y ≠ 0, so nope, doesn't pass through the origin.
Don’t totally understand it
Answer:
A.1 B.2 E.5 F.6
Step-by-step explanation:
Hope it helps brainliest awnser pls
The length of a rectangle is three times its width. if the area of the rectangle is 75 in2, find its perimeter.
Answer:
40 in
Step-by-step explanation:
For a width of w, the length is 3w and the area and perimeter are ...
A = LW = (3w)(w) = 3w^2
P = 2(L+W) = 2(3w +w) = 8w
We are given the area, so we can find w to be ...
75 in^2 = 3w^2
25 in^2 = w^2 . . . . . divide by 3
5 in = w . . . . . . . . . square root
Then the perimeter is ...
P = 8w = 8(5 in) = 40 in
Simplify the expression.
14.5 – 3(-7.9+ 4.4 - 2.9) = 14.5 – 3
sus susussusususususususus
Ryan solved the problem above. He says there are 6 groups of 6 students and 1 group of 5 students . What did Ryan do wrong?
Answer:
hello want to be friends so i can join you and you can join me
2. Solve the equation and check.
8x-8= 7 + 3x
Select the correct choice below and, if necessary, fill in the answer box to complete your choice.
How many solutions −2(+1)=2+5
Answer:
no solutions
Step-by-step explanation:
-2+1=2+5
-1=7
-1 does not equal 7 so there are no solutions