11. Two students describe how to solve the equation, 23+n=29 . Student A says to add 23 to both sides, while Student B says to subtract 23 from both sides. [3 points]
Part A. Which student has the correct description and why?
Part B. Solve the equation 23 + n =29 using inverse operations.

Answer:

[(7+3).5-4]/2+2

[46]/2+2

23+2

25

Answer: 25

Step-by-step explanation:

Follow the order of operations: PEMDAS

[(7+3) * 5-4] / 2+ 2

[10*5-4]/2+2

[50-4]/2+2

46/2+2

23+2

= 25

Answer:

13

Step-by-step explanation:

200-187=13

Answer:

h(x) = 0.5x + 8

Step-by-step explanation:

We are being asked to write an equation where h(x) represents the soil depth in inches and x describes the number of bags. To do this, we need to find b (our y-intercept, ie the value of h(x) or y when x=0) and m (our slope).

"The depth of the soil is currently 8 inches": this means before any bags are added (ie when x=0), the soil depth starts at 8. This makes 8 our y-intercept (b in h(x)=mx+b) as we have to add it on to however much the bagged soil adds in order to get the total depth.

"For each bag of soil he adds, the depth will increase by 1/2 of an inch": this means that the soil depth from added bags is equal to the amount of bags times 0.5, which makes 0.5 our slope (m in h(x)=mx+b).

Therefore our answer is:

h(x) = 0.5x + 8

Answer:

The possible length and width of the prism are \((x-4)m\) and \((x^2+4x+16)m\).

Step-by-step explanation:

The base of the rectangular prism is rectangular. Let \(l\) and \(w\) be the length and width of the base.

Area of the base\(= lw\)

Given that the volume,

\(V=(x^4+ 5x^3– 64x - 320) m^2\),

and the height,

\(h= (x+5) m\).

The volume of the prism = (Area of the base) x (Height).i.e.

\(V=lwh\)

\(\Rightarrow lw =\frac{V}{h}\)

\(\Rightarrow lw =\frac{(x^4+ 5x^3– 64x - 320)}{(x+5)}\)

\(\Rightarrow lw =\frac{(x+5)(x^3-64)}{(x+5)}\)

\(\Rightarrow lw =x^3-64\)

\(\Rightarrow lw =x^3-4^3\)

\(\Rightarrow lw =(x-4)(x^2+4x+16)\) [ using the identity \(p^3-r^3=(p-r)(p^2+pr+r^2)]\)

Hence, the possible length and width of the prism are\((x-4)m\) and \((x^2+4x+16)m\).

Answer:

24*26= 624 students

hope this helps!

Answer:

624 seats

Step-by-step explanation:

Total classrooms = 24

Each classroom has seats = 26

Total Number of seats = 24*26

=> 624 seats

Answer:

::::::::::::::::::::

40

Answer:

\(f(a) = 2a + 8\)

\(f(x + h) = 2x + 2h + 8\)

\(\frac{f(x + h) - f(x)}{h} = 2\)

Step-by-step explanation:

Given

\(f(x) = 2x + 8\)

Required

\(f(a)\)

\(f(x + h)\)

\(\frac{f(x + h) - f(x)}{h}\)

Solving for f(a)

Substitute a for x in the given parameter

\(f(x) = 2x + 8\) becomes

\(f(a) = 2a + 8\)

Solving for f(x+h)

Substitute x + h for x in the given parameter

\(f(x + h) = 2(x + h) + 8\)

Open Bracket

\(f(x + h) = 2x + 2h + 8\)

Solving for \(\frac{f(x + h) - f(x)}{h}\)

Substitute 2x + 2h + 8 for f(x + h), 2x + 8 fof f(x)

\(\frac{f(x + h) - f(x)}{h}\) becomes

\(\frac{2x + 2h + 8 - (2x + 8)}{h}\)

Open Bracket

\(\frac{2x + 2h + 8 - 2x - 8}{h}\)

Collect Like Terms

\(\frac{2x - 2x+ 2h + 8 - 8}{h}\)

Evaluate the numerator

\(\frac{2h}{h}\)

\(2\)

Hence;

\(\frac{f(x + h) - f(x)}{h} = 2\)

It is difficult to make a general statement about whether tennis coaches generally get paid more than football coaches in Jacksonville or elsewhere, as the salaries of coaches are influenced by a Wide range of factors

As an AI language model, I do not have access to up-to-date information about salaries of coaches in Jacksonville. However, in general, the salaries of coaches vary widely depending on a number of factors, such as the type of sport, the level of competition, the location, the success of the team, and the budget of the institution.

In terms of tennis and football, football is generally considered to be a more popular and high-profile sport than tennis in the United States, which could result in higher salaries for football coaches at the collegiate level. Football also typically generates more revenue and has larger budgets for athletic programs, which could also influence the salaries of coaches.

However, there are also factors that could affect the salaries of tennis coaches. For example, if a tennis program has a particularly successful season or has produced successful players, the coach may negotiate a higher salary. Additionally, some colleges may place a greater emphasis on tennis or have larger budgets for tennis programs, which could also impact the salaries of coaches.

Overall, it is difficult to make a general statement about whether tennis coaches generally get paid more than football coaches in Jacksonville or elsewhere, as the salaries of coaches are influenced by a wide range of factors. It is also important to note that salaries can vary widely between individual institutions, even within the same sport, and that negotiations between coaches and their institutions can play a significant role in determining salaries.

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Answer:

Dan gets £15.7142857

Step-by-step explanation:

Colin => 5

Dan => 2

5 + 2 (total of the two) = 7

55 divided by 7 = 7.85714286

7.85714286 times 2 = 15.7142857

So Dan gets £15.7142857

Answer:

\(X \sim N(\mu, \sigma)\)

And from this case we can see that the deviation is given by:

\(\sigma = 3\)

Step-by-step explanation:

For this case we have the following notation given:

\( X \sim N (5,3)\)

And from this we know that the distribution for the random variable is normal and we know that in general the normal distribution is given by:

\(X \sim N(\mu, \sigma)\)

And from this case we can see that the deviation is given by:

\(\sigma = 3\)

The estimated change in y is apprοximately 20.96 when x changes frοm 0.1 tο 4.

A triangle is a three-sided pοlygοn with three angles. It is οne οf the simplest and mοst basic shapes in geοmetry, and is characterized by its three straight sides and three angles that add up tο 180 degrees.

Tο use linear apprοximatiοn tο estimate the change in y, we need tο first find the equatiοn οf the tangent line tο the curve \(y = 2x^2 + 6x + 4\) at x = 0.1.

The first derivative οf y with respect tο x is:

dy/dx = 4x + 6

At x = 0.1, the slοpe οf the tangent line is:

m = dy/dx at x = 0.1 = 4(0.1) + 6 = 6.4

The equatiοn οf the tangent line is then:

y - y(0.1) = m(x - 0.1)

Substituting \(y(0.1) = 2(0.1)^2 + 6(0.1) + 4 = 4.6\) and m = 6.4, we get:

y - 4.6 = 6.4(x - 0.1)

Simplifying, we get:

y = 6.4x + 3.94

Nοw we can estimate the change in y when x changes frοm 0.1 tο 4 using the tangent line equatiοn:

triangle y = y(4) - y(0.1)

= (6.4)(4) + 3.94 - (6.4)(0.1) - 4.6

= 25.94 - 4.98

= 20.96

Therefore, the estimated change in y is approximately 20.96 when x changes from 0.1 to 4.

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If the function g(x) is defined for all real-numbers, then the value of g(-5) is 7/2, g(-2) is -1 and g(-1) is 0.

A piecewise function is a function that is defined by different rules or formulas on different parts of its domain. The piecewise function "g(x)" is given as :

g(x) = {-(1/2)x + 1,    for x<-2

       = {-(x+1)²,        for -2≤x≤1

      =  {4                 for x>1

We have to find the value of g(-5) ,g (-2), and g(-1),

For x = -5, the number -5 is less than -2, so the first function "-(1/2)x + 1" will be used,

⇒ g(-5) = -(1/2)(-5) + 1 = 5/2 + 1 = 7/2,

For x = -2, the number -2 lies in the interval "-2≤x≤1", so second function

"-(x+1)²" will be used,

⇒ g(-2) = -(x+1)² = -(-2+1)² = -(-1)² = -1,

For x = -1, the number -1 lies inn the interval "-2≤x≤1", so second function "-(x+1)²" will be used,

⇒ g(-1) = -(x+1)² = -(-1+1)² = -(0)² = 0,

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Answer:

sorry cant help

Step-by-step explanation:

The rotation is described by the rule A. (x, y)  (x, y), which reflects each point through the origin to its opposite point.

Clockwise motion (abbreviated CW) proceeds in the same direction as a clock's hands: from the top to the right, then down and then to the left, and back up to the top. The opposite sense of rotation or revolution is (in Commonwealth English) anticlockwise (ACW) or (in North American English) counterclockwise (CCW).

Each point in the plane is rotated 180 degrees clockwise with respect to the origin when the plane is rotated 180 degrees clockwise about the origin.

We must think about how the rotation affects the coordinates of the points to discover the rule that characterizes this rotation.

Let's think about point A(x,y) and its rotational image A'(x,y).

The distance between the origin and A is the same as the distance between the origin and A', and the angle between the positive x-axis and the distance between the origin and A' is the same, and the angle between the positive x-axis and the segment connecting the origin and A is the opposite of the angle between the positive x-axis and the segment connecting the origin and A'.

We are aware that x and y are positive because A is in the first quadrant. A' will be in the third quadrant following the rotation, making x' and y' negative.

Consequently, the following is the rule that applies to this rotation:

A. (x, y) → (−x, −y)

Every point is reflected through the origin to its opposite point according to this rule.

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Answer:

52 cups

Step-by-step explanation:

1 gallon = 4 quarts

1.5 gallons = 6 quarts

6 + 9 = 13 quarts of lemonade in the fridge.

1 quart = 4 cups

13 quarts = 4 × 13 = 52 cups

52 cups of lemonade are in the fridge.

I would really appreciate it if you would mark me brainliest!

Have a blessed day!

Answer:

60 cups

Step-by-step explanation:

1 gal = 16 cups

1 quart = 4 cups

               16 cups

1.5 gal x ------------- = 24 cups

                  1 gal.

                 4 cups

9 quarts x ----------- = 36 cups

                  1 quart

number of cups of lemonade in the fridge = 24 cups + 36 cups = 60 cups

Answer:i think 24

Step-by-step explanation:

Step-by-step explanation:

Move the decimal so there is one non-zero digit to the left of the decimal point. The number of decimal places you move will be the exponent on the

10

. If the decimal is being moved to the right, the exponent will be negative. If the decimal is being moved to the left, the exponent will be positive.

6.11/104

Answer:

Step-by-step explanation:

You want the equations for the lines shown on the graph.

The slope-intercept form of the equation for a line is ...

  y = mx + b

where m is the slope, and b is the y-intercept.

The slope of a line is the ratio of its "rise" to its "run". The rise and run are the vertical distance and horizontal distance between two points, respectively. We usually want to choose points that are where the line crosses grid intersections, as this gives the most exact value for the slope.

Red line: There is no rise for any value of run. The slope is ...

  m = rise/run = 0/1 = 0

Green line: The green line crosses the y-axis at y = 1, and crosses the next grid intersection to the right at (1, -1). The rise between those points is -2 (2 grid squares down), and the run is 1 (1 grid square to the right). The slope is ...

  m = -2/1 = -2

Blue line: The blue line crosses the y-axis at y = -1, and crosses the next grid intersection to the right at (1, 1). The rise between those points is +2 (2 grid squares up), and the run is 1 (1 grid square to the right). The slope is ...

  m = 2/1 = 2

Yellow line: The yellow line crosses the y-axis at y = -1, and crosses the next grid intersection to the right at (2, -2). The rise between those points is -1 (1 grid square down), and the run is 2 (2 grid squares to the right). The slope is ...

  m = -1/2

Y-Intercept.

The y-intercept is the value of y where the line crosses the y-axis. In the slope-intercept form equation (y=mx+b), this is the value of 'b'. In the previous section, we used those crossings as one of the grid intersections for finding the slope. They are ...

Using the slope and y-intercept for each line, we can now write the equations:

__

Additional comment

The slope-intercept form of the equation is not the only possible way to write an equation for a line. There are more than half a dozen other ways an equation for a line can be written. Each will have its use.

Other forms include ...

  ax +by = c . . . . . . . standard form

  ax +by -c = 0 . . . . . general form

  x/a +y/b = 1 . . . . . . . intercept form

  y -k = m(x -h) . . . . . point-slope form

Intercept forms don't work well when one of the intercepts is missing. For the red line, the x-intercept is missing. Essentially, the x-terms disappear from the standard, general, and intercept form equations. In the point-slope form, the equation of the red line is y-5=0, since the slope is 0.

Answer: its the 3rd one if im wrong im sorry

:3

Answer:

\( z=\frac{0.07-0.08}{0.00943}= -1.06\)

And we can use the normal standard distribution table and  the cmplement rule and we got:

\( P(z>-1.06) = 1- P(z<-1.06) = 1-0.1446= 0.8554\)

Step-by-step explanation:

For this case we know the following info given:

\(p=0.08\) represent the population proportion

\( n= 827\) represent the sample size selected

We want to find the following proportion:

\(P(\hat p>0.07)\)

For this case we can use the normal approximation since we have the following conditions:

i) np = 827*0.08 = 66.16>10

ii) n(1-p) = 827*(1-0.08) =760.84>10

The distribution for the sample proportion would be given by:

\( \hat p \sim N (p ,\sqrt{\frac{p(1-p)}{n}}) \)

The mean is given by:

\(\mu_{\hat p}= 0.08\)

And the deviation:

\(\sigma_{\hat p}= \sqrt{\frac{0.08*(1-0.08)}{827}}= 0.00943\)

We can use the z score formula given by:

\( z=\frac{\hat p -\mu_{\hat p}}{\sigma_{\hat p}}\)

And replacing we got:

\( z=\frac{0.07-0.08}{0.00943}= -1.06\)

And we can use the normal standard distribution table and  the cmplement rule and we got:

\( P(z>-1.06) = 1- P(z<-1.06) = 1-0.1446= 0.8554\)

Answer:

\( \huge \boxed{ \boxed{ \mathbb C}}\)

Step-by-step explanation:

\(\text{according to the given shapes the answer is C}\)

Answer:

Option C

Step-by-step explanation:

Because the whole angle mentioned is 90°

They are complementary

Also they has one common bisector so they are adjacent

Step-by-step explanation:

To eliminate x in the system of equations:

1. Multiply Equation 1 by 9 and multiply Equation 2 by -4, this gives:

Equation 1: 36x -54y = 90

Equation 2: -36x - 8y = -28

2. Add the two equations together to eliminate x:

(36x - 54y) + (-36x - 8y) = 90 - 28

Simplifying, we get:

-62y = 62

3. Solve for y:

y = -1

4. Substitute y = -1 into one of the original equations, say Equation 1:

4x - 6(-1) = 10

Simplifying, we get:

4x + 6 = 10

5. Solve for x:

4x = 4

x = 1

Therefore, the solution to the system of equations is x = 1 and y = -1. We can check that these values are correct by substituting them back into the original equations and verifying that they satisfy both equations.

Answer: 64 1/2

Step-by-step explanation:

Answer:

2³

Step-by-step explanation:

Square root of 64 = 8

exponential notation = 2×2×2 = 2³

The probability of getting a head on the coin is 1/2, and the probability of getting a 4 on the die is 1/6.

Since the coin toss and the die roll are independent events, we can multiply the probabilities to get the probability of both events happening at the same time:

P(head and 4) = P(head) × P(4)

P(head and 4) = (1/2) × (1/6)

P(head and 4) = 1/12

P(head and 4) ≈ 0.0833 (rounded to four decimal places)

Therefore, the probability of getting a head on the coin and the number 4 on the die is approximately 0.0833.

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The percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by y = 31 + 2.3x

Expressions in math are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.

Given that, In a certain​ year, ​30% of adults in a certain country viewed a college education as essential for success. For the following​ ten-year period, this percentage increased by approximately 2.3 each year.

Therefore, we have,

Initial percentage = 31%

Average increase of percentage = 2.3% per year

Therefore, it can be represented as:

y = 31 + 2.6x,

Where,

y- percentage after x years, x - number of years after the first year

Hence, the percentage of adults from this country who viewed a college education as essential for success x years after the first year can be represented by y = 31 + 2.3x

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The total cupcakes the bakery sell that day is 80

From the question, we have the following parameters that can be used in our computation:

Number of sales = 76

Proportion = 95%

This implies that

Number of sales = Proportion * Total number of cupcakes

Substitute the known values in the above equation, so, we have the following representation

76 = 95% * Total number of cupcakes

Divide both sides by 95%

Total number of cupcakes = 80

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An inequality to represent the cost of Jason’s food for the party is

An inequality to represent this situation "Jason knows that he will be buying at least 5 packages of hot dogs" is

The two options for buying wings and hot dogs include the following:

In order to write a system of linear inequalities to describe this situation, we would assign variables to the number of packages of hot dogs and number of packages of wings respectively, and then translate the word problem into algebraic equation as follows:

Since one package of wings costs $7 and Hot dogs cost $5 per package, and he must spend no more than $40, a linear inequality which represents this situation is given by;

7x + 5y ≤ 40

Additionally, since Jason knew he would buy at least 5 packages of hot dogs, a linear inequality which represents this situation is given by;

y ≥ 5

Next, we would use an online graphing calculator to plot the above system of linear inequalities as shown in the graph attached below.

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Answer:

Step-by-step explanation:

I 2

3 and 4