3. Simplify the following inequalities.

The Interpretatiom of the equation is that;

w represents number of weeks she will have saved for the remaining items

$25 represents the amount she saves per week

$65 represents the amount she has already saved

The algebra word problem can be solved by using variables to denote certain parameters I'm the question.

The general form of equation of a line in slope intercept form is;

y = mx + c

Where;

m is slope

c is y-intercept

We are given the equation:

$25w + $65

This equation represents the amount of money Kelly will have saved after some amount of weeks.

Thus;

w represents number of weeks she will have saved for the remaining items

$25 represents the amount she saves per week

$65 represents the amount she has already saved

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The values of x and y will be 100° and 10° when two parallel lines are being cut by a transversal line.

According to the question,

We have a figure where two parallel lines are being cut by a transversal line.

Now, we know that the angles formed on a straight line is 180° and vertically opposite angles are equal.

The sum of consecutive interior angles is 180°.

Now, we will use these three statements in finding the values of x and y.

Now, adding (2x-70)° and (5y)° will give 180° because the angles made are on a straight line.

(2x-70)°+(5y)° = 180°

2x+5y = (180+70)°

2x+5y = 250° .... (1)

Now, (x+30)° will be the interior angle consecutive to 5y° because they are vertically opposite angles.

So, we have:

(x+30)°+5y° = 180°

x+5y = (180-30)°

x+5y = 150°

5y = 150-x

Now, putting this value of 5y in equation 1:

2x+5y = 250

2x+150-x = 250

x+150 = 250

x = (250-150)°

x = 100°

Now, we will find the value of y:

5y = 150-x

5y = 150-100

5y = 50

y = 50/5

y = 10°

(Note that the values of x and y will be in ° because angles are measured in degree.)

Hence, the value of x is 100° and the value of y is 10°.

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Answer:

10:1

Step-by-step explanation:

Answer:

Step-by-step explanation:

The unit rate is found by dividing.

2/3 = 0.(6)

1/15 = 0.(6)

Answer:

Huh!! What is this question supposed to mean?

Answer:

a) 1/4

Step-by-step explanation:

anything ^-1 is the inverse of that number

The equation solved for the variable are;

h = S- 2B/p

b = S - hp/2

To determine the equation, we need to know that the subject of formula for  an equation is described as the variable that is made to stand on one end of the equality sign.

It is the variable that is being worked out.

From the information given, we have that;

S= hp + 2B.

To make the height with the variable 'h' the subject, we have;

collect the terms

hp = S - 2B

Divide by the coefficient

h = S- 2B/p

For b, we have;

S - hp = 2b

divide by the coefficient

b = S - hp/2

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Answer:

What percent of the large square is shaded? The grid is divided into 10 rectangles. For percents, you need to look at 100 equal-sized parts of the whole

Step-by-step explanation:

Answer:

I ned pls more

Step-by-step explanation:

Pls for I can be cool.

Answer:

Answer is H. You are Welcome

The correct interpretation of P ( X ≤ 3 ) would be A. The probability of the number of free throws made out of 8 is at most 3.

In probability theory, P(X ≤ 3) is the probability that a random variable X takes on a value less than or equal to 3. In this case, X is the number of free throws made out of 8. So, P(X ≤ 3) is the probability that the player makes at most 3 free throws out of 8.

Other possible interpretations of P(X ≤ 3) are the probability of making 3 or fewer free throws out of 8 and the probability of making at most 3 free throws and no more than 3 free throws.

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Answer:

John is 9.21 km form the school.

Step-by-step explanation:

John leaves school to go home. His bus drives 6 kilometres north and then goes 7 kilometres west. It is required to find John's distance from the school. It is equal to the shortest path covered or its displacement. So,

\(d=\sqrt{6^2+7^2} \\\\d=9.21\ km\)

So, John is 9.21 km form the school.

Answer:

x = 2.4

Step-by-step explanation:

4x + 5 / x + 7
combine like terms

X + 4x = 5x

5 + 7= 12

12/ 5x

Divide

12 /5= 2.4

X= 2.4

Answer:

From smallest to largest 1/4, 1/3,1/2

Step-by-step explanation:

As the data suggests: 1/4 would be the smallest, 1/3 is in the middle, and 1/2 is the largest sum.

1/4 = 0.25

1/3 ≈ 0.33

1/2 = 0.5

The fractions in order of size, smallest to largest, 1/4, 1/3, 1/2

Used the concept of ascending order that states,

Ascending order is a method of arranging numbers from smallest value to largest value. The order goes from left to right.

The numbers arranged in order from least to the greatest number is called Ascending order.

Given that,

The fraction is,

1/4, 1/2, 1/3

Now evaluate the fractions as

1/4 = 0.25

1/2 = 0.5

1/3 = 0.33

After arranging the number into ascending order, we get;

0.25, 0.33, 0.5

Or, 1/4, 1/3, 1/2

Therefore, the fractions in order of size, smallest to largest is,

1/4, 1/3, 1/2

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Answer:

you su ck hah lol

Step-by-step explanation:

ez

Answer:

the answer is b, c, d, a, respectively

\(6i~~ + ~~2\sqrt{3}j\implies < \stackrel{a}{6}~~,~~\stackrel{b}{2\sqrt{3}} > \\\\[-0.35em] ~\dotfill\\\\ \stackrel{magnitude}{\sqrt{a^2+b^2}}\implies \sqrt{6^2+(2\sqrt{3})^2}\implies \sqrt{36+(2^2\cdot 3)}\implies \sqrt{36+12}\implies \sqrt{48} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{direction}{tan^{-1}\left( \cfrac{b}{a}\right)}\implies tan^{-1}\left( \cfrac{2\sqrt{3}}{6} \right)\implies tan^{-1}\left( \cfrac{\sqrt{3}}{3} \right) \\\\\\ tan^{-1}\left( \cfrac{1}{\sqrt{3}} \right)\implies 30^o\)

Answer:

Nothing ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎ฏ๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎๎

Step-by-step explanation:

Answer:

Do you have the options? Or..

the given function is

f(x) = -7x + 3

g(x) = x^2 + 4

(f•g)(x) = f(g(x))

put x = g(x) in the f(x) equation

fog(x) = -7(x^2 + 4 ) + 3

fog(x) = -7x^2 - 28 + 3

put x = 2

fog(2) = -7x2^2 - 25

fog(2) = -28 - 25

fog(2) = -53

thus the answer is option A

The system of the equations that has a solution of (-2, 0, 1) will be x + y + z = -1, x + y + 2z = 0, and x + 2y + 3z = 1.

A Linear system is a system in which the degree of the variable in the equation is one. It may contain one, two, or more than two variables.

The system of the equations that has a solution of (-2, 0, 1) will be

Let the number of variables be x, y, and z.

Then we have

Then the first equation will be

x + y + z = -1

Then the second equation will be

x + y + 2z = 0

Then the third equation will be

x + 2y + 3z = 1

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Answer:

Ask your guidance counselor or a college admissions counselor

Step-by-step explanation:

Answer:

It means that the both sides of the expression in the given equation must be/are congruent.

Hope this helps!

Answer: 50 ft long and 6.25 ft wide

Step-by-step explanation:

The relationship that represents a function with a greater rate of change than the function graphed is given as follows:

A. y = 4x - 3.

The slope-intercept equation for a linear function is presented as follows:

y = mx + b.

The slope represents the average rate of change of a linear function.

From the graph, when x increases by one, y decreases by two, hence the slope m is given as follows:

m = -2.

For function A, the function is defined as follows:

y = 4x + 3.

Hence the rate of change is given as follows:

m = 4, which is greater than -2.

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123÷1=\(\boxed{123 }\) ⠀

123÷10=\(\boxed{12.3 }\) ⠀

123÷100=\(\boxed{ 1.23 }\) ⠀

123÷1000=\(\boxed{ 0.123 }\) ⠀

we notice that the demical points is increasing

Answer:

This system of equations can be solved using substitution or elimination methods.

Using substitution, we can solve for one of the variables in one of the equations and substitute that expression into the other equation.

Solving for x in the second equation:

x + 3y = 1

x = 1 - 3y

Substituting this expression for x into the first equation:

-4(1 - 3y) - 15y = -10

Expanding and solving for y:

-4 + 12y - 15y = -10

12y - 4 = -10

12y = -6

y = -1/2

Now that we know y = -1/2, we can substitute this value back into the expression for x:

x = 1 - 3(-1/2) = 1 + 3/2 = 7/2

So the solution to the system of equations is (7/2, -1/2).

Checking the solution in both equations:

-4(7/2) - 15(-1/2) = -4(7/2) + 15/

Step-by-step explanation:

Answer: so the answer is -9 + 23*7 =  152  

Step-by-step explanation:  a24  = a1 + (24-1)d    where a1 = -9 and d = common difference ( 12-5 = 7)  

Hope this helped :D

Answer:

24 is the simplest common denominator of 3 and 8

Step-by-step explanation:

24 is the first time they can become equal without becoming a decimal

hope this helps <3

Since ΔABC and ΔACD are similar triangles, therefore the length of AC is 18 m.

Similar triangles are triangles with corresponding sides that have the same ratio.

Thus:

AD is parallel to BC (bases of a trapezoid are parallel)

Therefore:

∠ACB = ∠CAD (alternate interior angles)

This implies that, ΔABC ~ ΔACD by AA similarity theorem.

Thus:

AC/DA = CB/AC

Substitute

AC² = 12 × 27

AC = √324

AC = 18 m

Therefore, since ΔABC and ΔACD are similar triangles, therefore the length of AC is 18 m.

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When summarizing the plot, it is important to pay attention to the key ideas and how the conflict develops over time. The given pattern suggests a narrative structure where the plot unfolds gradually, revealing information and building tension.

The plot starts with an introduction (line 1) and then introduces the conflict or problem (lines 2 and 3). As the plot progresses, the conflict continues to develop, possibly reaching a climax or a turning point (line 4). Afterward, the plot moves towards a resolution or conclusion (lines 5, 6, and 7).

The pattern presented in the given example showcases the basic elements of a plot, including the exposition, rising action, climax, falling action, and resolution. The plot begins by setting the stage and introducing the characters and setting (line 1). Then, the conflict is introduced or developed, creating tension and driving the narrative forward (lines 2 and 3).

The plot further progresses with the development of the conflict, possibly reaching a high point or turning point (line 4). Finally, the plot moves towards its resolution or conclusion, providing closure to the story (lines 5, 6, and 7). By understanding these key ideas and the progression of the conflict, one can effectively summarize the plot and capture its essential elements.

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