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A city bus collected $1,140 in fares on a given day. The regular fare is $1.50, and the reduced fare is $0.75. If 1,042 total fares were paid, which system of linear equations can be used to find , the number of regular fares paid, and , the number of reduced fares paid?

The area of the composite figure is 378.5 square feets.

We can decompose this into a rectangle of 30ft by 10ft and a circle whose diameter is 10ft.

Remember that the area of a rectangle of width W and length L is given by:

A = L*W

So the area of this rectangle is:

A = 30ft*10ft = 300ft²

And the area of a circle whose diameter D is:

A = 3.14*(D/2)²

So in this case the area of the circle is:

A = 3.14*(10ft/2)²

A = 3.14*(5ft)² = 78.5 ft²

Then the total area of the composite figure is:

area = 300ft² + 78.5 ft²

area = 378.5 ft²

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Answer:

ehshshjsjsjsshsnssssd

Based on the information, it can be inferred that the volume of a cube with a side length of 30 cm is 27,000cm³ and the area would be 90cm².

To calculate the volume and area of the cube we must perform the following mathematical procedures:

Volume:

We must multiply side * base * depth = volume.

Area:

We must multiply the base by the side

According to the above, the area and volume of this cube would be 90cm² and 27,000cm³ respectively.

Note: This question is incomplete. Here is the complete information:

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Answer: The answer is A. 3/5

Step-by-step explanation:

Cos is the X coordinate given in parenthesis.

The X coordinate is 0.6, so find the fraction which equals 0.6.

3/5 = 0.6

Answer:

do multiply

Step-by-step explanation:

and take line in right side

The solution of the inequality 2x - (3 – x) > x + 1 is the values greater than 2. Therefore, option D is the correct answer.

The given inequality is 2x - (3 – x) > x + 1.

A solution for an inequality in x is a number such that when we substitute that number for x we have a true statement.

Now, 2x - (3 – x) > x + 1 can be solved as follows:

2x -3+x>x+1 (Simplify the bracket)

⇒3x-3>x+1

Subtract x on both the sides of the inequality.

That is, 3x-3-x>x+1-x

⇒2x-3>1

Add 3 on both the sides of the inequality.

That is, 2x>4

Divide 2 on both the sides of the inequality.

That is, 2x÷2>4÷2

⇒ x > 2

The solution of the inequality 2x - (3 – x) > x + 1 is the values greater than 2. Therefore, option D is the correct answer.

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The total principal and interest payment that Nelson will have to pay after 2 months is $4665.50.

To calculate the total principal and interest payment, we need to determine the interest amount and add it to the principal.

First, let's find the interest amount:

Interest = Principal x Interest Rate x Time

Given:

Principal = $4650

Interest Rate = 2% per year

Time = 2 months

Since the interest rate is given on an annual basis, we need to convert the time from months to years. There are 12 months in a year, so 2 months is equivalent to 2/12 = 1/6 years.

Interest = $4650 x 0.02 x (1/6) = $15.50

Now, we can calculate the total principal and interest payment:

Total Payment = Principal + Interest

Total Payment = $4650 + $15.50 = $4665.50

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Answer: 110

Step-by-step explanation:

I did it it’s correct :)

Answer:

x < -4

-4 > x

Step-by-step explanation:

⇒ The graph shows that the x-values has to be less than -4 (also not including -4 too)

-This can be written as x < -4

-It also can be written as -4 > x because -4 has to be greater than x (also not including -4 too)

Hope this helps again! :)

Answer

$4500

Step-by-step explanation:

Since for every 6 workers it's $1800, we're gonna divide 1800 by 6 to find out how much it's for one worker.

1800 divided by 600 is 300

If you multiply $300 x 15 it is equal to 4500

If he wants an average of 84, he needs to get at least 93 points.

Remember that the average value between 3 values A, B, and C is:

(A + B + C)/3

Here we know that the first two scores are 76 and 83 points, let's say that the third score is x, if we want to have an average of 84 or more, then we need to solve:

(76 + 83 + x)/3 = 84

159 + x = 252

x = 252 - 159

x = 93

So he needs to get at least 93 points in the next exam.

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You want to test the claim that the average number of miles driven on this tire before needing to be replaced is greater than 50500 miles.

Remember that the null hypothesis is usually associated with just ‘equals to’ sign as can either be accepted or rejected.

Then the correct null hypothesis is:

And the alternative hypothesis is the hypothesis that the researcher tries to prove, then the correct alternative hypothesis is:

Complementary angles are angles that sum up to 90 degrees.

Given the ratio of two complementary angles:

4 : 5

Where, smaller ratio = 4

larger ratio = 5

To find the measure of each angle first find the total ratio:

Total ratio = 4 + 5 = 9

• Measure of smaller angle =

The measure of the smaller angle is 40 degrees.

• Measure of larger angle =

The measure of the larger angle is 50 degrees

ANSWER:

Smaller angle = 40°

Larger Angle = 50°

Answer:

SOLUTION SET={x<-3/2   or   x≥48/5} option A

Step-by-step explanation:

12x+7<-11                           and            5x-8≥40

solving the both inequalities

12x+7-7<-11-7                     and             5x-8+8≥40+8

12x<-18                              and              5x≥48

12x/12<-18/12                     and               5x/5≥48/5

x<-3/2                                and               x≥48/5

SOLUTION SET={x<-3/2   or   x≥48/5}

i hope this will help you :)

Answer:

60

Step-by-step explanation:

if you divide 120(the total distance traveled) by 2(the hours that it traveled) you get 60.

the answer is 60miles/1 hour or 60mph.

explanation:

so the bus completed 120miles in 2 hours. and they want you to find the speed or miles per hour the bus traveled. all you need to do is divide 120/2= 60 so the answer would be 60 miles per hour or 60mph. you know its right because the ratio of 120:2 shows how much per 2 hours we need to divide to find out how the ratio of miles:1 hours (which is better thought of as mph= miles per each hour) to show how much for 1 you divide both sides of 120:2 by 2. so 120÷2=60 : 2÷2=1 so you found the ratio is 60 miles per hour. 60:1 i hope that helps you guys out and that i didnt confuse you more.

Answer:First Graph

Step-by-step explanation:

Answer:

Step-by-step explanation:

\(f(x)=x^3+x^2\\\\g(x)=x^4+x^2+x\)

\(f(x)-g(x)=(x^3+x^2)-(x^4+x^2+x)=x^3+x^2-x^4-x^2-x\\\\=-x^4+x^3-x\\\\x=1\\\\-1^4+1^3-1=-1+1-1=-1\)

\(x=1\\\\f(1)=1^3+1^2=1+1=2\\\\g(1)=1^4+1^2+1=1+1+1=3\\\\f(1)-g(1)=2-3=-1\)

The sum of the arithmetic sequence 1, 3, 5, 7, … , 99 is 2525

Sequence is an enumerated collection of objects in which repetitions are allowed and order matters.

Given sequence is 1, 3, 5, 7, … , 99.

It is a arithmetic sequence, the difference between two consecutive terms will be same

d=3-1=2

first term a=1

l=last term =99

We need to find 99 is which term in the sequence

Aₙ = a + ( n - 1 ) d

99=1+(n-1)2

99=1+2n-2

99=2n-1

100=2n

Divide both sides by 2

50=n

Now we need to find the sum of 50 terms

Sₙ=n/2(l+d)

=50/2(99+2)

=25(101)

=2525

Hence, the sum of the arithmetic sequence 1, 3, 5, 7, … , 99 is 2525

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Answer:

A point estimate for the proportion of registered voters who wish to see Mayor Waffleskate defeated is of 0.553.

Step-by-step explanation:

Point estimate:

The point estimate of a proportion is the sample proportion(number of desired outcomes divided by the number of total outcomes).

Find a point estimate for the proportion of registered voters who wish to see Mayor Waffleskate defeated.

167 out of 302. So

\(p = \frac{167}{302} = 0.553\)

A point estimate for the proportion of registered voters who wish to see Mayor Waffleskate defeated is of 0.553.

The volume of C.a .cylinder is twice the volume of a cone.

The formula fro the cylinder is πr²h and that of the cone is ⅓ the volume It should be noted that the volume of a cone can be equated to theone-third of the volume of a cylinder , this can be established when they are having same base radius and height.

The cylinder's volume  can be expressed as π r² h,  along with the surface area  which can be expressed as 2π r h + 2π r² and this can be used to get the values.

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Each crate has 35 soccer balls, therefore if you had 4 crates that would be a total of 35 times 4, which equals 140 soccer balls. If you now changed the number of balls on the display, that means you are going to change the number of balls in each of the 4 crates. This means,rather than having 35 times 4, you will now have n times 4, where n is the number of balls in each crate (after you have changed the number of balls on display.

That would also mean the number of balls on 6 displays should have been, 35 times 6, which equals 210 soccer balls. But now the number of balls on 6 displays would be n times 6, where n is the new total number of balls (after the number on display have been changed from 35).

Answer:

The best buy is the 16-ounce drink

Step-by-step explanation:

here, we see that,

12 ounce = 3/4 (16 ounce)

So, the price should reflect that,

i.e,

price of 12 ounce drink = 3/4 (price of 16 ounce drink)

By this metric,

Price of 12 ounce drink = 3/4 ( 1.19)

Price of 12 ounce drink = $0.8925

So, 12-ounce drink should cost $0.8925 but the actual drink costs $0.99,

So, it is more expensive than it should be,

So, the best buy is the 16-ounce drink

Answer:

8 3/4

Step-by-step explanation:

The decimal 3.5 as an improper fraction is 35/10.

Answer:

\(8\frac{3}{4}\)

Step-by-step explanation:

To write as a mixed number means that you will have a whole number and a fraction together. To find the mixed fraction version, see how many times the denominator (bottom) fits into the numerator (top) evenly.

4, 8, 12, 16, 20, 24, 28, 32, 36

1   2  3   4    5    6    7    8     9

4 can go into 35 '8' times without being greater than the numerator. 8 is the whole number. Now subtract the original numerator by the product of 4 and 8, which is 32:

\(35-32=3\)

3 is the new numerator. Keep the same denominator. Insert all values:

\(\frac{35}{4}=8\frac{3}{4}\)

:Done

Answer: Less than.

Step-by-step explanation:

\(\sqrt{8}\) is less than 4 because \(4^{2}\) is 16. And \(\sqrt{8} ^{2}\) is 8.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:The Answer is -23

Step-by-step explanation:

Answer:

Since 16.5 is negative, the only way to get that answer is to multiply 5 by something to negative(x)

Step-by-step explanation:

Answer:

  55°

Step-by-step explanation:

Let x represent the measure of the smaller angle. Then the larger angle is ...

  3x -50

and the sum of the angles is ...

  x + (3x -50) = 90

  4x = 140 . . . . . . . . . add 50 and simplify

  x = 35 . . . . . . divide by 4 -- the smaller angle

  90 -35 = 55 . . . . the larger angle

The larger angle measures 55°.

Answer:

\(x^2-x-3+\frac{5}{x+6}\)

Step-by-step explanation:

\(\frac{x^3+5x^2-9x-13}{x+6} \\ \\ =\frac{x^2(x+6)-x^2-9x-13}{x+6} \\ \\ =\frac{x^2(x+6)-x(x+6)-3x-13}{x+6} \\ \\ =\frac{x^2(x+6)-x(x+6)-3(x+6)+5}{x+6} \\ \\ =x^2-x-3+\frac{5}{x+6}\)

Answer: -15'5

it is very simple all you gotta do is times  6 x + 59 and thats your anwser