Francis caught 20 red snappers, 35 trout, and 50 catfish. Which expression is equivalent to the total number of fish Francis caught?

Answer:

b.

Step-by-step explanation:

As it says there is already a set up fee of $80 and it is $4 FOR EVERY advertisement, the equation would be y = 80 + 4x. Obviously, y should be greater than x since you are calculating the cost and not anything else, so b should be your answer. Even without logically guessing, the equation proves that b is correct.

Hope this helped!

Answer:

f(x)=290+30x

Step-by-step explanation:

the 290 is for the money initially put in, the 30 is for the thirty dollars, and the x represents the number of weeks.

If 30% children travelling by bus is represented by 360 children, then total number of students who attended the school are 1200.

The "Percent" is a way of expressing a fraction or proportion as a number out of 100. It is a unit of measurement used to represent the relative size or amount of something compared to the whole.

If 30% of the children at a particular school travel by bus and this represents 360 children, we use this data to find total number of children who attend the school.

Let "X" be = total number of children at the school.

We know that 30% of X represents 360 children, so we can write an equation:

⇒ 30% of X = 360,

⇒ 30% × X = 360,

⇒ 0.3 × X = 360,            ...because 30% = 0.3,

⇒ X = 360/0.3 = 1200,

Therefore, there are 1200 students who attend the school.

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Answer:

Nyemi got 138 votes.

Step-by-step explanation:

Answer:

138 students

Step-by-step explanation:

change nyemi to 6/10

1/10 of 230 is 23

23x6=138

This function is not one-to-one because different ages can have the same height.

This function f(t) is not one-to-one because different ages can have the same height. For example, two people at age 20 could have the same height, even though one is 20 years old and the other is not. Additionally, two people of different ages can have the same height, such as a 5 year old and a 25 year old with the same height. One-to-one functions require that for every input there is only one output, which is not the case for this function. This is because height is not necessarily determined solely by age, and can be influenced by genetics and other environmental factors. Therefore, for any given age, there could be multiple possible heights, and this function does not satisfy the definition of a one-to-one function.

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The angle m∠JIX is 90 degrees.

IX is perpendicular to IJ. Therefore, angle m∠JIX is 90 degrees.

IG bisect CIJ. Hence,

m∠CIG ≅ m∠GIJ

Therefore,

m∠CIX = 150 degrees

Hence, let's find m∠JIX.

Therefore, m∠JIX is 90 degrees because IX is perpendicular to IJ. Perpendicular lines forms a right angle.

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The measure of angle m∠JIX is  estimated to be 90⁰.

You should understand that an angle is a figure formed by two straight lines or rays that meet at a common endpoint, called the vertex.

IX is perpendicular to IJ. Therefore, angle m∠JIX is 90⁰.

Frim the given parameters,

IG⊥CIJ.

But;  m∠CIG ≅ m∠GIJ

⇒ m∠CIX = 150⁰

Hence, let's find m∠JIX.

Therefore, m∠JIX is 90⁰ because IX is perpendicular to IJ. Perpendicular lines forms a right angle.

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Answer:

It is "The y-intercept is one space higher."

Step-by-step explanation:

Assuming your original equation is 6(9)^X, the + 1 at the end is moving the entire function up since all y values that are the output are 1 higher. This means the point on the y-axis will be one higher, leading us to the answer.

Answer:

a) The nonzero vector orthogonal to the plane through the points P, Q and R is (0, 10, -10).

b) The area of the triangle PQR is \(5\sqrt{2}\).

Step-by-step explanation:

The statement is incomplete. The complete question will be presented below:

Consider the points below: P(2, 0, 2),  Q(−2, 1, 3),  R(4, 2, 4)

(a) Find a nonzero vector orthogonal to the plane through the points

P, Q,  and R. (b) Find the area of the triangle PQR.

a) Let \(P(x,y,z) = (2,0,2)\), \(Q(x,y,z) = (-2,1,3)\) and \(R(x,y,z) = (4,2,4)\). First, we construct vectors PQ and PR by using the following formulas:

\(\overrightarrow{PQ} = Q(x,y,z) -P(x,y,z)\) (1)

\(\overrightarrow{PQ} = (-2,1,3)-(2,0,2)\)

\(\overrightarrow{PQ} = (-4,1,1)\)

\(\overrightarrow{PR} = R(x,y,z) -P(x,y,z)\) (2)

\(\overrightarrow{PR} = (4,2,4)-(2,0,2)\)

\(\overrightarrow{PR} = (2,2,2)\)

Then, we can find the nonzero vector orthogonal to the plane by means of the following cross product:

\(\vec S = \overrightarrow{PQ}\,\times\,\overrightarrow{PR}\)

Which can be solved by the following determinant (Law of Sarrus):

\(\vec S = \left|\begin{array}{ccc}\hat{i}&\hat{j}&\hat{k}\\-4&1&1\\2&2&2\end{array} \right |\)

\(\vec S = (2-2,2+8, -8-2)\)

\(\vec S = (0, 10,-10)\)

The nonzero vector orthogonal to the plane through the points P, Q and R is (0, 10, -10).

b) The area of the triangle is determined by the following formula:

\(A = \frac{1}{2}\cdot \|\overrightarrow{PQ}\,\times\,\overrightarrow{PR} \|\)

\(A = \frac{1}{2}\cdot \|\vec S\|\) (3)

\(A = \frac{1}{2}\cdot \sqrt{0^{2}+10^{2}+(-10)^{2}}\)

\(A = 5\sqrt{2}\)

The area of the triangle PQR is \(5\sqrt{2}\).

The difference between their yearly incomes is $31,304.

To calculate each person's yearly income, we need to multiply their weekly income by the number of weeks in a year. Assuming there are 52 weeks in a year, the yearly income can be calculated as follows:

For the student who drops out of high school:

Yearly Income = Weekly Income x Number of Weeks

= 451 x 52

= 23,452

For someone with a bachelor's degree:

Yearly Income = Weekly Income x Number of Weeks

= 1053 x 52

= 54,756

The difference between their yearly incomes can be found by subtracting the student's yearly income from the bachelor's degree holder's yearly income:

Difference = Bachelor's Yearly Income - Student's Yearly Income

= 54,756 - 23,452

= 31,304

Therefore, the difference between their yearly incomes is $31,304.

It is important to note that these calculations are based on the given information and assumptions. The actual yearly incomes may vary depending on factors such as work hours, additional income sources, deductions, and other financial considerations.

Additionally, it is worth considering that educational attainment is just one factor that can influence income, and there are other variables such as experience, job type, and market conditions that may also impact individuals' earnings.

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Answer:

x² + y² = 74

Step-by-step explanation:

given

(x - y) = 8 ( square both sides )

(x - y)² = 8² ← expand left side using FOIL

x² - 2xy + y² = 64 ← substitute xy = 5

x² - 2(5) + y² = 64

x² - 10 + y² = 64 ( add 10 to both sides )

x² + y² = 74

The option A that is 2 days after being planted, the two plants will of the same height( Where the two lines intersect in a graph).

How to know if the lines intersect in the graph of a function?

All the points (and only those points) which lie on the graph of the function satisfy its equation.

Thus, if a point lies on the graph of a function, then it must also satisfy the function.

And after solving both equations if the values of x and y satisfies both equations then they intersect at that values of x and y.

Now,

On Monday, Eric planted a 3-centimeter-high tomato plant and a 5-centimeter-high tomato plant in his garden.

The graph models the growth of each plant since the day they were planted.

The intersection of the two lines represents the days after being planted were the two plants the same height.

The answer is that 2 days after being planted, the two plants are the same height.

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The answer is that 2 days after being planted, the two plants are the same height.

How to know if a point lies in the graph of a function?

The answer is that 2 days after being planted, the two plants are the same height.

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Answer:

D

Step-by-step explanation:

When rounding, the number 5 is rounded up. So the number 387.352 will be rounded up 387.4. Other options are not suitable. Correct answer is "D"

If you think my answer is the best, please mark it as the Brainliest.
Thank you! :))

Answer:

237.65 feet

Step-by-step explanation:

From the diagram attached,

Let the height of the blimp above the ground be h

From triangle A of the diagram,

tan18° = (360-y)/h

h = (360-y)/tan18°..................... Equation 1

Also

From triangle B in the diagram,

tan50° = y/h

h = y/tan50°.............................. Equation 2

Equation equation 1 and equation 2

(360-y)/tan18° = y/tan50°

tan50°(360-y) = tan18°(y)

1.19(360-y) = 0.325(y)

428.4-1.19y = 0.325y

428.4 = 0.325y+1.19y

1.515y = 428.4

y = 428.4/1.515

y = 282.8

Substituting the value of y into equation 2

h = 282.8/tan50°

h = 282.8/1.19

h = 237.65 feet.

Answer:

0.25

Step-by-step explanation:

Out of the 4 counters only 1 is black so the probability is 1/4 or 0.25.

Answer:

0.25

Step-by-step explanation:

Since there are four marbles 100/4 =25 in this 100 is 1 thus the answer is 0.25

Answer:

According to the Central Limit Theorem, the sampling distribution of sample means would have a mean of 5.4 years.

Step-by-step explanation:

For a normally distributed random variable X, with mean and standard deviation, the sampling distribution of sample means with size n can be approximated to a normal distribution with mean and standard deviation.

As long as n is at least 30, the Central Limit Theorem can also be applied to skewed variables.

We have the following problem:

Answer:

Step-by-step explanation:

The mean of the sampling distribution of sample means can be calculated using the formula:

μM = μ

where μ is the population mean and M is the sample mean.

Thus, μM = μ = 5.4 years.

Therefore, the mean of the sampling distribution of sample means would also be 5.4 years.

Answer:

\(67.5\text{ [square units]}\)

Step-by-step explanation:

The composite figure consists of one rectangle and two triangles. We can add up the area of these individual shapes to find the total area of the irregular figure.

Formulas:

By definition, the base and height must intersect at a 90 degree angle.

The rectangle has a base of 10 and a height of 5. Therefore, its area is \(A=10\cdot 5=50\).

The smaller triangle to the left of the rectangle has a base of 2 and a height of 5. Therefore, its area is \(A=\frac{1}{2}\cdot 2\cdot 5=5\).

Finally, the larger triangle on top of the rectangle has a base of 5 and a height of 5. Therefore, its area is \(A=\frac{1}{2}\cdot 5\cdot 5=12.5\).

Thus, the area of the total irregular figure is:

\(50+5+12.5=\boxed{67.5\text{ [square units]}}\)

Answer:25°

Step-by-step explanation:

tanθ= 35/72

Answer:

One Solution

Step-by-step explanation:

x + 3y = 3      

x - y = -3        

4y = 6           Subtract to solve by elimination.

y = \(\frac{3}{2}\)              Divide by 4.

x - \(\frac{3}{2}\)  = -3      Substitute \(\frac{3}{2}\) for y in the original equation.

x = -\(\frac{3}{2}\)            Add \(\frac{3}{2}\).

9514 1404 393

Answer:

  17

Step-by-step explanation:

If you number the rows starting with 0 for the row that is 1, then row n has sum 2^n. 131072 = 2^17, is the sum of row 17.

row 0: 1

row 1: 1 1

row 2: 1 2 1

...

row 17: 1 17 136 680 2380 6188 12376 19448 24310 24310 19448 ...

Answer:

the answer is 20.5Pi

Step-by-step explanation:

i tried 5pi and it was wrong, it then showed me that 20.5Pi was right

Answer:

S. 2(x+3)

Not sure if I should show my work or no

Answer:

4y

Step-by-step explanation:

To find the greatest common factor of 2 numbers, factor both of the numbers:

4: 1, 2, 4

12: 1, 2, 3, 4, 6, 12

The greatest factor here in both of these lists is 4. These numbers also both have a factor of y, so you multiply those together and get 4y.

\(4\times y=4y\)

Answer:

(C) Multiply first equation by -2 and second equation by 3, solution (1, 1)

Step-by-step explanation:

Simultaneous equations are set of equations which possess a common solution. The equations can be solved by eliminating one of the unknowns by multiplying each of the equations in a way that a common coefficient is obtained in the unknown to be eliminated.

Given the simultaneous equations:

3x - 5y = -2

2x + y = 3

First step:

Multiply first equation by -2 and multiply second equation by 3,

-6x + 10y = 4

6x + 3y = 9

Second step:

Add the two equations together,

13y = 13

Divide both sides by 13

y = 1

Third step:

Put y = 1 in the first equation

3x - 5(1) = -2

3x - 5 = -2

3x = 5 - 2

3x = 3

Divide both sides by 3:

x = 1

solution (x,y) = (1,1)

Option C

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Answer:

The first, third, and fourth answer choices represent a function.

Step-by-step explanation:

A relation is a relationship between sets of values. The two quantities that are being related to each other are the input (x-variable) and the output (y-variable). But relations in general aren't always a good way to relate between x and y.

Say that I have situation where I want to give x dollars to the cashier so he can change them to y quarters. Here is a "example" of the relation:

Dollars (x) | Quarters (y)            

----------------------------------              

       0       |          0                      

        1       |          4                      

       2       |          8

       2       |          12

Do you see something wrong here? Yes! We all know that you can't exchange 2 dollars for 12 quarters. You can only exchange 2 dollars for 8 quarters and only 8 quarters. This is a general reason why we don't rely on general relations for real-life situations. One x-variable does not exactly map to one and only one y-variable.

However, a relation that can map one x-variable to one and only one y-variable is known as a function. Let's make the above example an actual function to prove a point:

Dollars (x) | Quarters (y)            

----------------------------------              

       0       |          0                      

        1       |          4                      

       2       |          8

       3       |          12

Now, the 3 dollars make 12 quarters as it should. This is how a function should look like.

There are two ways to check if a relation is a function. On a relation, table, or a set of ordered pairs, you have to make sure there is no "x-variable" that repeats. All x-values of a relation have to be unique in order to be a function. On a graph, you can also perform the Vertical Line Test. If you draw vertical lines over a relation and if the lines cross only once, then it is a function. If not, it fails the Vertical Line Test.

So to answer you're question, the first, third, and fourth choices are functions because they all have unique x-variables. The second choice is not a function because it fails the Vertical Line Test.

Answer:

24x^2

Step-by-step explanation:

When expanded (x+2)^4= x^4+8x^3+24x^2+32x+16

The only term that matches with these is 24x^2

Answer:

24x^2

Step-by-step explanation:

The percentile of 6.2 in the given dataset is 30%. This means that 30% of the values in the dataset are lower than or equal to 6.2.

To determine the percentile of 6.2 in the given dataset, we need to calculate the percentage of values in the dataset that are lower than or equal to 6.2.

First, we arrange the dataset in ascending order: 4.2, 4.6, 5.1, 6.2, 6.3, 6.6, 6.7, 6.8, 7.1, 7.2.

Next, we count the number of values that are lower than or equal to 6.2. In this case, there are three values: 4.2, 4.6, and 5.1.

The next step is to calculate the percentage. We divide the count (3) by the total number of values in the dataset (10) and multiply by 100.

(3/10) * 100 = 0.3 * 100 = 30%

Percentiles are used to understand the relative position of a particular value within a dataset. In this case, 6.2 is higher than 30% of the values in the dataset and lower than the remaining 70%.

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the area is simply the product of its width and length, so hmmm before doing so, let's change all the mixed fractions to improper fractions and then multiply.

\(\stackrel{mixed}{4\frac{1}{5}}\implies \cfrac{4\cdot 5+1}{5}\implies \stackrel{improper}{\cfrac{21}{5}} ~\hfill \stackrel{mixed}{4\frac{2}{7}} \implies \cfrac{4\cdot 7+2}{7} \implies \stackrel{improper}{\cfrac{30}{7}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{21}{5}\cdot \cfrac{30}{7}\implies \cfrac{21}{7}\cdot \cfrac{30}{5}\implies \cfrac{3}{1}\cdot \cfrac{6}{1}\implies \text{\LARGE 18}~in^2\)

The area of the rectangle is 18 \(inch^{2}\) and the perimeter is  \(16\frac{34}{35}\) inches.

We know that, Area of a rectangle = l * b

        and Perimeter of a rectangle = 2(l + b)

 Where, l = length of the rectangle

             b = breadth of the rectangle

According to the question, l = \(4\frac{1}{5}\) inch = \(\frac{21}{5}\) inch

                                             b = \(4\frac{2}{7}\) inch = \(\frac{30}{7}\) inch    

Area of the given rectangle = l* b

                                              =   \(\frac{21}{5}\) * \(\frac{30}{7}\)

                                              = 18 \(inch^{2}\)

The perimeter of the given rectangle = 2(l + b)

                                                              = 2( \(\frac{21}{5}\) + \(\frac{30}{7}\))

                                                              = 2 (\(\frac{297}{35}\))

                                                              = \(\frac{594}{35}\)

                                                              = \(16\frac{34}{35}\) inch

Hence, the area of the rectangle = 18 \(inch^{2}\)

and the perimeter =  \(16\frac{34}{35}\) inch

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Answer:

  70 ft

Step-by-step explanation:

You want the actual width of a gym that is represented as 7 inches on a drawing with a scale of 1 in : 10 ft.

Each inch represents 10 feet, so 7 inches will represent ...

  7 × 10 ft = 70 ft

The gym is 70 ft wide.

__

Additional comment

You can also write and solve an equation that shows the measures are proportional:

  actual width / drawing width = (10 ft) / (1 in) = (gym width) / (7 in)

Multiplying both sides of this proportion by 7 in, we have ...

  gym width = (7 in) × (10 ft)/(1 in) = 7 × 10 ft = 70 ft

Answer:

in simplest terms 10 decreased by twice A can be written as

10-2a

Step-by-step explanation: