A grocery tore ha 13%-off ale on all bread. You decide to purchae 6 loave of bread. Let b be the original price of a loaf of bread. Expand the expreion 6(b-0. 13b). Once the expreion i expanded, who do the term repreent

Answer:

3 minutes

Step-by-step explanation:

30÷1.5=20

1h=60mins

60÷20=3minutes

Answer:

$13

Step-by-step explanation:

The expected payoff for the winner would be the ticket cost, $3, plus the prize money, $10, which totals $13. This is the expected value of playing the game. However, it's important to note that this does not guarantee that the winner will receive exactly $13, as the outcome of the game is dependent on chance and the player's skill. There is always a chance that the player could win more or less than the expected value.

Total distance travelled by the family in the truck is 497.98 miles

An equation is an expression that shows the relationship between two or more numbers.

The rental of the truck has a base cost of $49.95, and $1.19 per mile. The average gas mileage is 18 miles per gallon.

Let us assume the total distance travelled was x miles, hence:

Total gas consumed = x miles / 18 miles per gallon = x/18 gallons

The cost is $3.89 per gallon, hence:

Total cost of gas = $3.89 per gallon * x/18 gallons = 3.89x/18

Total cost of journey = 1.19x + 3.89x/18 + 49.95 = 2531x/1800 + 49.95

If $724.85 was charged, hence:

724.85 = 2531x/1800 + 49.95

x = 497.98

Total distance is 497.98 miles

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Answer:

To find the number of three-digit numbers that can be formed using the digits 1, 2, 3, 4, 5, and 6, with repetition allowed, we can use the formula for permutations:

Step-by-step explanation:

Number of permutations = (number of choices for the first digit) x (number of choices for the second digit) x (number of choices for the third digit)

In this case, we have 6 choices for each digit, since we are allowed to repeat the digits. Using the formula, we get:

Number of permutations = 6 x 6 x 6 = 216

Therefore, there are a total of 216 three-digit numbers that can be formed using the digits 1, 2, 3, 4, 5, and 6, with repetition allowed.

However, not all of these will be even. For a number to be even, the last digit must be even, so the last digit can only be 2, 4, or 6. This means that there are 3 choices for the last digit.

Therefore, the total number of even 3-digit numbers that can be formed using the digits 1, 2, 3, 4, 5, and 6 is 366=108.

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We can solve this equation by using quadratic formula. So we have two solution of given equation.

Write the quadratic equation in standard form a + bx + c = 0. Identify the values of a, b, c. Then write the Quadratic Formula. Then substitute in the values of a, b, c. Then solve and check the solution.

Quadratic formula that gives the solutions of the general quadratic equation a + bx + c = 0 and that is usually written in the form quadratic formula x = [-b ± √(b² - 4ac)] / (2a). So to solve a quadratic equation using quadratic formula just get the equation into standard form a + bx + c = 0 and apply the quadratic formula.

Here we have equation 5-7x+4

where a=5  b= -7   c=4

putting values in the formula

x= -(-7) +[tex]\sqrt{(-7)^2-4(5)(4)/2(5)}[/tex]

x= 7 + [tex]\sqrt{49+80/10}[/tex]

x= 7+[tex]\sqrt{129/10}[/tex]

Hence given values given two solutions.

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Complete question is: How to solve the given  quadratic equation?

Answer:

Below

Step-by-step explanation:

Slope - intercept form is    y = mx + b    you just need to manipulate the given equation to this form

-x +3y = 6         add 'x' to both sides of the equation

3y = x + 6         divide by 3

y = 1/3 x + 2      Done !

Therefore , the solution of the given problem of slope comes out to be

y = (-1/2)x + 8.

The slope-intercept formulation of an equation is used to represent each time the formula of a line is stated as y = mx + b. The line's slope is represented by the m. Additionally, b is the b in the y-intercepting point (0, b). For instance, the y-intercept is at (0, 7) and the slope is 3 in the formula y = 3x - 7.

Here,

Locate the slope first.

These two positions (0, 8) and are in the line, therefore we know that (6,5)

Slope: (y2-y1)/(x2 - x1)

Slope = 8-5 / 0-6

Slope = 3/-6 => Slope = -1/2

The gradient is -1/2. When x = 0, you can find the y-intercept. We also know that the line passes through the point (0,8), and since x = 0, the y-intercept is equal to 8.

using the slope-intercept form, which is

Using the equation y = mx + b, where m denotes the slope and b the y-intercept, we get:

y = (-1/2)x + 8

Therefore , the solution of the given problem of slope comes out to be

y = (-1/2)x + 8.

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The degree of the polynomial x4 x3 5x 3 is 4, since it is the highest degree of the polynomial.

A polynomial is an expression that consists of variables, coefficients, and operators such as addition, subtraction, multiplication, and division. It is used to represent a mathematical relationship between variables. The degree of a polynomial is the highest power that appears in the expression, and it indicates the number of terms that make up the polynomial. Polynomials are usually written in descending order of powers, and the highest power is the leading term.

The highest degree of any polynomial is considered its degree. It is also referred to as the degree of the polynomial's leading term, since it is the highest power of x. In this case, the leading term is x4.

The degree of a polynomial can be used to classify the type of polynomial it is. For example, if the degree of a polynomial is 2, it is a quadratic polynomial. Similarly, if the degree of a polynomial is 3, it is a cubic polynomial.

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Yes, the information provided regarding the two pairs of congruent angles so one pair with corresponding congruent sides is sufficient to demonstrate the congruence of two triangles.

Congruent refers to things that are exactly the same size and shape.

For the stated question-

The following are the steps:

Thus, the information provided regarding the two pairs of congruent angles so one pair with corresponding congruent sides is sufficient to demonstrate the congruence of two triangles.

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The number of hours that the team trians per week is 17 hours.

A fraction simply means a piece of a whole. In this situation, the number is represented as a quotient such that the numerator and denominator are split. In this situation, in a simple fraction, the numerator as well as the denominator are both integers.

Since the the swim tea spends 1/2h in the gym followed by 1 1/4 in the pool. On Saturday there is no gym work but double the swim team time. The number of hours will be:

( 1 1/4 + 1/2 + 2 1/2) × 4

= 4.25 × 4

= 17 hours.

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The values of x and y, given the angles, can be found to be :

The parallel line is drawn such that ( 7 y - 12 ) degrees and ( 6 y + 8 ) degrees are equal to each other.

In the same vein, 4x degrees and 6x - 26 degrees are the same as well. This is because they are vertical angles.

The value of x is:

4x = 6x - 26

6x - 4 x = 26

2x = 26

x = 26 / 2

x = 13

The value of y is :
7 y - 12 = 6 y + 8

7y - 6 y = 8 + 12

y = 20

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In addition to describing a character's appearance and movement on stage, stage directions also describe the sound and visual effects of the surroundings.

Stage directions may include phrases like "Katy enters the room" and "The man deals a deck of cards." They describe what the characters in the scene are doing.

Stage direction is also evident in statements about the setting, like "the early sunlight floods the space." The stage directions specify how a character will look, where they will move on the stage, and how the surroundings will sound and seem.

The links between things, characters, and locations in a book are made clear to the reader by stage directions, which also provide important details about the action. Stage directions are given by actors on the stage. "Stage right" is the area to the audience's left.

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Stage directions include things like "The man deals a deck of cards" and "Katy enters the room."

Examples of stage instructions include "The man deals a deck of cards" or "Katy enters the room." In the scene, they describe how the characters move. Stage direction can also be demonstrated by describing the environment, such as "the early sunlight floods the space."

What a character looks like, where they go in the stage, and how the setting sounds and appears are all revealed in the stage instructions. The relationships between persons, things, and places in a text are described in great detail in stage directions.

To this day, the connotation remains unchanged. The three zones Upstage (in the back of the stage), Centerstage (in the middle), and Downstage are present in every theatre (front of the stage).

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Therefore, the multiple of the given equations is 10x^2yz + 6xyz^2, 5x^3y^2 + 14x^3y^3, and -10x^5 + 15x^4 - 30x^3 + 40x^2.

The process of multiplying two or more polynomials together is known as polynomial multiplication. Applying the distributive property to the multiplication of polynomials allows us to conduct polynomial multiplication.

Multiplication in mathematics is essentially just adding a number repeatedly in relation to another number. For instance, if we multiply 2 by 3, then implies that 3 gets multiplied by itself twice, meaning 3 + 3 = 6. Children can multiply numbers easily with the help of this method.

1. (5xy+3yz) * 2xz = 10x^2yz + 6xyz^2

2. (6/7x2y) * (35/6xy + 14/3 xy2) = 5x^3y^2 + 14x^3y^3

3. (2x3-3x2+6x-8) * (-5x2) = -10x^5 + 15x^4 - 30x^3 + 40x^2

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I believe this is correct.

A is: -4, -6, 2

B is: -4, 6

Answer:

-2x + 10

Step-by-step explanation:

Apply the distributive law:  a(b - c) = ab - ac

-2(x - 5 ) = -2x - ( -2) x 5

= - 2x - ( - 2 ) x 5

- ( -2 ) x 5 = 10

= -2x + 10

The solution of the equation is x = 6, y = 0.

1. Subtract the two equations:

   x3y6 - 2x3y12 = 0

2. Simplify both sides of the equation:

   x3y - 2x3y = 0

3. Simplify further calculations:

   x3(y - 2y) = 0

4. Factorize the expression:

   x(y - 2y) = 0

5. Solve for x:

   x = 0

6. Substitute x = 0 into either equation:

   3y = 6

7. Solve for y:

   y = 2

8. Substitute y = 2 into either equation given above:

   x = 6

The solution of the equation is x = 6, y = 2.

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The answer is 11, 12, 13

The number of seconds, it takes for the balloon to drop below 310 feet is 1.25 seconds

To find out how many seconds it will take for the balloon to drop to below 310 feet, we need to use the information provided and some basic algebra.

Given the starting altitude of the balloon, we know:

h(0) = 1200 feet

The rate of change of the altitude, or the speed at which the altitude is changing, is given as:

dh/dt = −712 feet/second

This tells us that the altitude of the balloon is decreasing at a rate of 712 feet per second. To find out how long it will take for the altitude to drop to 310 feet or less, we can set up the following equation:

h(t) = h(0) + dh/dt * t

We know that h(t) must be less than or equal to 310 feet, so we can substitute this value in for h(t) and solve for t:

310 = 1200 + (−712) * t

This equation can be solved for t by isolating t on one side and then dividing both sides by −712:

t = (1200 - 310) / −712

t = (890) / (−712)

t = 1.25 seconds.

So it will take 1.25 seconds for the balloon to drop below 310 feet.

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Mean distance for group A = 6.01 miles and for group B = 2.17 miles.

In statistics, the mean is the average of all data values given in a data set.

Mean is calculated by adding all the data value and then divided the sum by the total amount of data.

distance in miles for Group A       distance in miles for group B

         11.5                                                  2

          8                                                  

                                                                2.5

         9.2                                                3.23

         6.8                                                 1.3

          4.5                                                1.8

          4.8                                                2.4

         2.5                                                 3

         0.76                                               1.5

                                                                1.8

now mean value for group A = sum of data value/ number of data value

  mean distance = (11.5 + 8 +9.2 +6.8 +4.5+ 4.8+2.5+0.76) / 8

  mean distance for group A = 6.01 miles

mean distance for group B = (2+2.5+3.23+1.3+1.8+2.4+3+1.5+1.8)/ 9

 mean distance = 2.17 miles

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Answer:

Given that ,

738 students wore red while 162 students wore green.

Therefore , total number of students ,

[tex]\dashrightarrow \: 738 + 162 \\ \dashrightarrow \: 900[/tex]

Now , 738 students out of 900 wore red.

So , percentage of students who wore red ,

[tex]\dashrightarrow \: \frac{738}{9\cancel{00}} \times \cancel{100} \\ \\ \dashrightarrow \: \cancel\frac{738}{9} \\ \\ \dashrightarrow \: 82\%[/tex]

hope helpful :-;

Answer:

D. g(-13) = 20

Step-by-step explanation:

Given information:

Option A, g(-4) = -11 cannot be true for g since the y-value of -11 is not in the given range.

Option B, g(7) = -1 cannot be true for g since the x-value of 7 is not in the given domain.

Option C, g(0) = 2 cannot be true for g since we have been given g(0) = -2.

Option D, g(-13) = 20 is true for g since the x-value of -13 is in the given domain, and the y-value of 20 is in the given range.

Answer:

[tex] \sf \: 7.31[/tex]

Step-by-step explanation:

Now we have to,

→ round a number to 2 decimal places.

The number is,

→ 7.3084

Let's solve the problem,

→ 7.3084

→ ≈ 7.308

→ [tex] \boxed{ \sf ≈ 7.31} [/tex]

→ ≈ 7.3

Hence, the answer is 7.31.

To determine whether the point [tex](1,2)[/tex] is a solution of inequality  [tex]3x - 2y - 6 > 0[/tex],  we substitute the point in the inequality and if the result is True, then it will be the solution .

What is an Inequality ?

The Inequality is defined as a relationship between two expressions or values that are not equal to each other .

The inequality in the question is given as : [tex]3x - 2y - 6 > 0[/tex] ;

the point is ⇒ [tex](1,2)[/tex] ,

to check the solution , we substitute the values in the inequality as [tex]x=1[/tex]and [tex]y=2[/tex] ;

we get , [tex]3(1) -2(2) - 6 > 0[/tex]

= [tex]3-4-6 > 0[/tex]

= [tex]3-10 > 0[/tex]

= [tex]-7 > 0[/tex],

But we know that , [tex]-7 < 0[/tex] , So , the given point is not the solution of the given inequality .

The given question is incomplete , the complete question is

How do you determine if the given point (1,2)  is a solution of each linear inequality 3x - 2y - 6 > 0  ?

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Answer:37.68

Step-by-step explanation:

given:

diameter of cylinder =4in.

radius of cylinder=2in.

height of cylinder =3in.

Volume of cylinder=πr^2h

. = 3.14×2×2×3

. = 37.68 in Cube

Answer:

113.1

Step-by-step explanation:

If π= 3.14 And The Equation For This Type Of Problem Is V=πr2h then all you do is do 3.14 times 9 times 4

Where Your Multiplying 3 To Square Of 2 To Get 9, So Take that 3.14 Multiply It By 9 And Then 14, Thus the answer is 113.1

Hope This Helps

Answer:

  24

Step-by-step explanation:

You want to know the number such that the triple of the number added to its half part is equal to the difference between four times the number and 12.

The given relation can be expressed in math symbols as ...

  3n +n/2 = 4n -12

Adding 12 -n/2, we get ...

  12 = n/2

  24 = n . . . . . multiply by 2

The number is 24.

Answer:

5 × x + 8

Would be the equation you are looking for.

An undecidable problem is one that should have a "yes" or "no" answer but has no algorithm that can correctly answer on all inputs.

According to the theories of computational complexity and computability, an undecidable problem is one for which it has been demonstrated that it is impossible to create an algorithm that always yields the right yes-or-no response. As an illustration, it can be shown that there is no algorithm that can accurately predict whether arbitrary programmes will eventually halt when run.

Any question that is simply yes or no on an infinite list of inputs is a decision problem. It is customary to define the decision problem as the set of inputs for which the problem returns yes because of this. Natural numbers as well as values of other kinds, such as strings in a formal language, can be used as these inputs.

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Based on this information, Gregory can make a valid conclusion.

Sampling methods are methods used to create a sample in for a survey. There are probability sampling methods as well as non probability sampling methods.

Given sampling method done by two students, Mike and Gregory, to choose a sample of students to survey the students interested in summer camp.

Names of students are listed in an alphabetical order.

Mike chooses the name of every student in 7th grade on the list and Gregory chooses the name of every 3rd student on the list.

The sampling of Mike will lead to sampling bias. Here the conclusion which can be made about the total population is weaker because only the students of particular class is attending. Conclusions may be more limited.

Whereas in the case of sampling of Gregory, he uses one of the probability sampling method called systematic sampling method. The sampling using probability sampling method is more convenient as it has less sampling bias as well as research bias.

Hence Gregory can make a valid conclusion in this case.

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In order to get the value of n, which is what we are trying to find, it is important to know how to isolate the variable.

When something is added to n, you subtract to isolate n. Going with this logic, you would multiply by a number if you wanted to isolate n with a fraction.

[tex]\frac{n}{5}+4=-4[/tex]

The first step would be to get rid of the 4 on the left side so we can work on the variable. We can do this by subtracting both sides by 4, so the left side cancels out to 0.

[tex]\frac{n}{5}+4-4=-4-4[/tex]

[tex]\frac{n}{5} =-8[/tex]

Next, we can multiply both sides by 5, so we can isolate the variable, because it is being divided by 5.

[tex]\frac{n}{5} *5=-8*5[/tex]

n=-40