a recipe called for 1 3/4 cups of sugar Martin only had one half cup of sugar if he made one thirds of the recipe would he have enough sugar explain how you know

9514 1404 393

Answer:

  $8,775

Step-by-step explanation:

The amount due is given by the formula ...

  A = P(1 +rt)

where P is the principal amount, r is the annual rate, and t is the number of years.

  A = $6,500(1 +0.07×5) = $6,500(1.35) = $8,775

Montrey had to pay back $8,775.

The cost of a phone has lowered by 19% to $319.14 from its original $394 pricing.

In arithmetic, a percentile is a number or statistic that is given as a fraction of 100. Occasionally, the acronyms "pct.," "pct," nor "pc" are also used. But it is broadly classified into the following by the cent sign, "%." The % amount has no characteristics. Percentages are essentially integers when the denominator is 100. Use the percent sign (%) to indicate that a number is a percentage by placing it close to it. For instance, you score a 75% if you properly answer 75 so out 25 pages on a test (75/100). Divide the money by the whole and multiply the results by 100 you compute percentages. The formula for calculating the percentage is (value/total) x 100%.

given

Put this together using the conditions given: 319.14 / (1- 19%)

Determine the total or difference: 319.14 / 0.81

Diminish the fraction: 394

Response: 394

The cost of a phone has lowered by 19% to $319.14 from its original $394 pricing.

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Answer:

4m = 56

Step-by-step explanation:

4 * m = 56

4m = 56

4/4m = 56/4

m = 14

Answer: Sure! To simplify the expression -3y + 4 - 2 + 6y, we'll follow these steps:

Start by combining like terms:

-3y + 6y = 3y

Next, add the constant terms:

3y + 4 - 2 = 3y + 2

Finally, simplify the expression by substituting the values:

3y + 2 = 3y + 2

So the simplified expression is 3y + 2.

Step-by-step explanation:

Answer:

118

Step-by-step explanation:

62+ m<6=180

180-62=118

m<6=118

?=118°

Answer:

<6+62=180 co interior angle

<6=180-62=118°

The three equivalent equations are 2 + x = 5, x + 1 = 4 and -5 + x = -2. So, correct options are A, B and E.

Two equations are considered equivalent if they have the same solution set. In other words, if we solve both equations, we should get the same value for the variable.

To determine which of the given equations are equivalent, we need to solve them for x and see if they have the same solution.

Let's start with the first equation:

2 + x = 5

Subtract 2 from both sides:

x = 3

Now let's move on to the second equation:

x + 1 = 4

Subtract 1 from both sides:

x = 3

Notice that we got the same value of x for both equations, so they are equivalent.

Next, let's look at the third equation:

9 + x = 6

Subtract 9 from both sides:

x = -3

Since this value of x is different from the previous two equations, we can conclude that it is not equivalent to them.

Now, let's move on to the fourth equation:

x + (-4) = 7

Add 4 to both sides:

x = 11

This value of x is also different from the first two equations, so it is not equivalent to them.

Finally, let's look at the fifth equation:

-5 + x = -2

Add 5 to both sides:

x = 3

Notice that we got the same value of x as the first two equations, so this equation is also equivalent to them.

So, correct options are A, B and E.

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Complete question is:

Which of the following equations are equivalent? Select three options.

2 + x = 5

x + 1 = 4

9 + x = 6

x + (- 4) = 7

- 5 + x = - 2

Answer:

$20

Step-by-step explanation:

Look at the picture attached below.

Hope this helps :)

Have a great day!

The inequality for which 3, -4, 0, and 2,300 are solutions, is n ≥ -4.

In mathematics, "inequality" refers to a relationship between two expressions or values that are not equal to each other. To solve the inequality, you may multiply or divide each side by the same positive number, add the same amount to each side, take the same amount away from each side, and more. You must flip the inequality sign if you multiply or divide either side by a negative number.

We have numbers:

3, -4, 0, 2, and 300.

All the numbers are greater than or equals to -4.

So, the inequality is,

n ≥ -4.

And the solutions are  3, -4, 0, 2, and 300.

Hence, n ≥ -4.

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Answer:

9 p 4 s

Step-by-step explanation:

That's the answer.

A. 9 players 4 spots

In math, a rate is a ratio that compares two different portions that have distinct units. for example, if we say John types 50 words in a minute, then his rate of typing is 50 words per minute. The word "per" gives a clue that we are dealing with a rate.

rate is a ratio among measurements using different units, for example, births per year, cost per person, words per minute.

All rate problems can be solved by using the formula D = R(T), which translates to distance (D) equals rate (R) multiplied by time (T)

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Answer:

Step-by-step explanation:

V = 3.9V

I = 0.12A

Ohm's Law, V = IR

Rearranging Ohm's Law, R = V/I

R = 3.9/0.12 = 32.5Ω

Answer:

a) (-1,0) and (3,0)

b) x=1

c) (1, -4)

Step-by-step explanation:

As you can see in the graph below, the x intercepts of this graph are at (-1,0) and (3,0), the axis of symmetry is x=1, and the vertex is at (1,-4). Hope this helps!

Answer:

3.7 units

Step-by-step explanation:

This is a right-angled triangle where:

hyp = Hypotenuse

      = 9 units

With respect to Ф = 24°:

opp = Opposite

       = x units

Use trigonometric sinФ to solve for x:

sinФ = \(\frac{Opposite}{Hypotenuse}\)

∴sin24° = \(\frac{x}{9}\)

Cross-multiplication is applied:

\((9)(sin24^{o}) = (1)(x)\)

x = \((9)(sin24^{o})\)

  = 3.6606 units

∴ x = 3.7 units (Rounded to the nearesr tenth OR one decimal place)

Answer:

\(\sf x=3.7\)

Step-by-step explanation:

In this example we are given a right triangle with value of the hypotenuse and 1 angle.

We can use the sine function to evaluate the opposite side.

Let \(\sf x=\sf O\)

The definition of the sine function is

\(\sf \sin \theta =\dfrac{opposite}{hypotenuse}\)

\(\sf \sin \theta =\dfrac{O}{H}\)

We can rearrange the equation to isolate \(\sf O\).

Multiply both sides of the equation by \(\sf H\).

\(\sf H \cdot \sf \sin \theta =\dfrac{O}{H} \cdot H\)

\(\sf H\) cancels out on the right side which leaves us with

\(\sf O= \sf H \cdot \sf \sin \theta\)

Numerical Evaluation

In this example we are given

\(\sf \theta = 24 \textdegree\\H=9\)

Substituting our values into the equation yields

\(\sf O= \sf 9 \cdot \sf \sin 24\)

\(\sf O= 3.6606298\)

Rounding to the nearest tenth leaves us with

\(\sf O=3.7\)

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Lines AB and CD are both perpendicular to the line EF, then AB |is parallel to CD. The lines CD and GH cannot be defined. The lines AB and GH cannot be defined. Lines IJ and CD are perpendicular

Two lines are said to be parallel if :  m(1) = m(2).

Two lines are perpendicular to each other if : m(1) x m(2) = -1.

We have to classify the set of these lines as; Parallel, Perpendicular or Cannot Be Determined.

1. Lines AB and CD are both perpendicular to the line EF, then AB |is parallel to CD.

2. The lines CD and GH cannot be defined, because the diagram doesn't contain any information about angles at which these lines intersect.

3. The lines AB and GH cannot be defined, because the diagram doesn't contain any information about angles at which these lines intersect.

4. Lines IJ and CD are perpendicular; because they intersect each other at right angle.

Hence, the solutions to the table are shown above as options.

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The problem of scheduling exams for the high school students can be solved by using graph theory. We can represent the overlap of students in the form of a graph where each teacher is a node and the edges represent the students who belong to both the teachers classes.

To ensure that no student has to take more than one exam each day, we need to find a coloring of the graph such that no two adjacent nodes have the same color. This is equivalent to scheduling exams such that no two exams on the same day have any common students.

Using a greedy approach, we may overcome this issue by starting with any node and assigning it a color.. We then recursively color the neighbors of the node with a different color and so on. This algorithm will always produce a valid coloring since we are guaranteed to find a valid color for every node, given that we have not run out of colors.

In this case, we have seven teachers so we need at least seven colors. However we can find a valid coloring with fewer colors, depending on the structure of the graph. This problem can also be extended to more general situations, where we have more than one exam per day or where we have more complex constraints on the scheduling of exams.

The answer is general as no additional data is given.

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Answer:

-3x(-2)+15

Step-by-step explanation:

add the numbers

Answer:

Explanation:

Given the properties of a line.

• Point, (x1, y1) = (-8, 6)

• Slope, m = 1/4

It is required that we find the equation of the line.

Since we are given a point on the line and its slope, to find the equation of the line, we make use of the slope-point formula for a line.

Substitute the given values.

The equation of the line is:

Answer:

\(625m^{2}\)

Step-by-step explanation:

(-4-3) (5+5) = -7,10

Answer:

150 feet west?

Step-by-step explanation:

lol ion know

Answer:

Three hundred twenty-one and two hundred twenty-two thousandths.

Step-by-step explanation:

Take a glance at the image.

Please accept my apologies if it appears to look bad-

On solving the inequalities a ≥ 10, y ≥ 55, 7a + 10y ≥ 690, the solution is obtained as (20,55).

What is an inequality?

In Algebra, an inequality is a mathematical statement that uses the inequality symbol to illustrate the relationship between two expressions. An inequality symbol has non-equal expressions on both sides. It indicates that the phrase on the left should be bigger or smaller than the expression on the right, or vice versa.

Use the variables a and y to represent the number of student and adult tickets sold, respectively.

Then write the following system of inequalities -

a ≥ 10 (they must sell a minimum of 10 student tickets)

y ≥ 55 (they must sell at least 55 adult tickets)

7a + 10y ≥ 690 (they must make no less than $690 from ticket sales)

The first two inequalities are constraints on the number of tickets sold, and the third inequality represents the revenue constraint.

To find a possible solution, graph these inequalities on a coordinate plane and look for the feasible region that satisfies all three inequalities.

Alternatively, solve the system of inequalities using algebra.

First, simplify the third inequality by subtracting 7a from both sides -

10y ≥ 690 - 7a

Then, divide both sides by 10 -

y ≥ (690 - 7a)/10

This inequality represents the revenue constraint in terms of the number of student tickets sold.

Now combine the revenue constraint with the other two constraints -

a ≥ 10

y ≥ 55

y ≥ (690 - 7a)/10

Use substitution to solve for a in terms of y -

y ≥ (690 - 7a)/10

10y ≥ 690 - 7a

7a ≥ 690 - 10y

a ≥ (690 - 10y)/7

To find a possible solution, substitute a = (690 - 10y)/7 into the other two constraints -

(690 - 10y)/7 ≥ 10

y ≥ 55

These inequalities can be simplified -

690 - 10y ≥ 70

y ≥ 55

The first inequality can be solved for y -

-10y ≥ -620

y ≤ 62

Since it is known y ≥ 55, the feasible values for y are between 55 and 62, inclusive -

55 ≤ y ≤ 62

Now use the expression for a in terms of y to find the corresponding values of a -

a = (690 - 10y)/7

For each value of y between 55 and 62, inclusive, we can calculate a and check whether it satisfies the constraints -

a ≥ 10

y ≥ 55

7a + 10y ≥ 690

For example, when y = 55 -

a = (690 - 10(55))/7 = 20

7a + 10y = 7(20) + 10(55) = 690

Therefore, these values satisfy all three constraints, so one possible solution is a = 20 and y = 55.

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The probability of pulling out a number which is divisible by 2 or 3 will be 7/10 which is not given here. So, option D will be the answer.

How do we find Probability?

The measurement through which we find the likelihood of an event to occur is called probability. We cannot predict a lot of events with total certainty. And thus, the chance of a event to occur (i.e. how likely they re going to happen) can be predicted using probability.

Probability of any event to happen can be find as: No of favorable outcomes/Total number of outcomes.

Here,

The total no of outcomes = 1,2,3,4,5,6,7,8,9,10

No of favorable outcomes ={2,3,4,6,8,9,10} = 7

Therefore, P(E) = 7/10

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Answer:

6000 m or 6 km

Step-by-step explanation:

Distance = speed * time

= 600* 10 = 6000 m = 6km

The given data below are grouped based on both quantitative variable and categorical variable.

A quantitative variable is a type of variable that shows the measurement or counting of the amount of a data. For example age, weight, and height.

A categorical variable is a variable that has data which represent a groups.

From the data given above the variables can be group thus,

65 – seconds to work a puzzle (quantitative variable)

319 – identification number for intellectual disability in the American Psychiatric Association manual( categorical variable)

3 – group identification for small-cup daffodils(categorical variable).

4 – score on a high school advanced placement exam( categorical variable)

81 – milligrams of aspirin (quantitative variable).

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Answer:

Quadratic

Step-by-step explanation:

Answer:

Linear

Step-by-step explanation:

for every one unit increase in x, there is a 3 unit increase in y

The slope of the plot line would be 3

The y intercept of the plot line would be -1

y = 3x - 1

Answer:

IT IS THE FIRST ONE 100%

Step-by-step explanation:

Answer:

y = 4x + 7

or y - 4x = 7

Step-by-step explanation:

x + 4y = 2

4y = -x + 2

y = -1/4x + 2

The slopes of two perpendicular lines are negative reciprocals of each other. So the slope of the perpendicular line should be negative reciprocal of -1/4, then it is 4

Given m = 4, y = 3, x = -1

y = mx + b

3 = 4(-1) + b

3 = -4 + b

b = 7

y = 4x + 7

Answer:

Step-by-step explanation:

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