Do you want to use a Square section of your yard for a garden. Do you have a most 52 feet of fencing to surround the garden. Right and solve inequality to represent the possible length of each side of the garden

The cost equation is y = 100x + 4500, where y represents the cost and x represents the number of radios produced.

To find the cost equation, we can use the given information of two data points: (20, $6500) and (50, $9500).

Let's assume that the cost equation is linear and can be represented by y = mx + b, where y is the cost and x is the number of radios produced.

We can use the two data points to form a system of equations:

(1) 6500 = m(20) + b

(2) 9500 = m(50) + b

Solving this system of equations will give us the values of m and b, which will allow us to determine the cost equation.

Let's solve the system:

From equation (1):

6500 = 20m + b

From equation (2):

9500 = 50m + b

To eliminate b, we subtract equation (1) from equation (2):

9500 - 6500 = (50m + b) - (20m + b)

3000 = 30m

Dividing both sides by 30:

3000/30 = m

100 = m

Substituting the value of m back into equation (1):

6500 = 20(100) + b

6500 = 2000 + b

4500 = b

Therefore, the cost equation is:

y = 100x + 4500

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The value of f + g when function f(x) = 3x³- 6x  g(x) = x² + 8x - 9  is 3x³ +x² + 2x - 9.

What is a function?

Function can be defined in which it relates an input to output.

Given functions ,

f(x) = 3x³ - 6x

g(x) = x²  + 8x - 9

So,

f+g = 3x³ - 6x + x²  + 8x - 9

= 3x³ +x² - 6x  + 8x - 9

=  3x³ +x² + 2x - 9

So , f+g  = 3x³ +x²  + 2x - 9

Therefore, The value of f + g when f(x) = 3x³ - 6x  g(x) = x² + 8x - 9  is

3x³  +x² + 2x - 9

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Answer:g(x)= -2

Step-by-step explanation:

The amount of time required for the person to reach using compound interest 22600 dollar is 13 years

What is compound interest?

Compound interest, also known as interest on principal and interest, is the practice of adding interest to the principal amount of a loan or deposit.

We are given that the initial investment done by a person is $9500

And the interest rate is 6.25% semi annually that is twice

And after how much time he will have 22600 dollars

To find that we use compound interest formula

\(A=p(1+\frac{r}{n}) ^{nt}\)

Substituting the values we get

\(22600= 9500(1+0.03125)^{2t}\\2.37= (1+0.03125)^{2t}\\t= 13 years\)

Hence the time required to reach $22600 is approximately 13 years

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Answer:

(0,6)

Step-by-step explanation:

The y intercept is where the line crosses the y axis or the coordinate where x = 0.

Here, when x is equal to 0, y is equal to 6 meaning that the y intercept is at (0,6)

Option-D is correct that is Brand -D is better to buy because 16 ounces we have to pay $2.00 but it is $1.84 here saved $0.16.

Given that,

The brand that is the better buy.

Brand A: $1. 25 for 10 ounces

Brand B: $1. 47 for 12 ounces

Brand C: $1. 68 for 14 ounces

Brand D: $1. 84 for 16 ounces

We have to see which brand is better to buy.

Option D- Brand -D is better to buy because,

For brand-A

For $1.25 we get 10 ounces.

Brand- B as 12 ounces we have to pay $1.50 but it is $1.47 here saved $0.03

Brand- C as 14 ounces we have to pay $1.75 but it is $1.68 here saved $0.07

Brand- D as 16 ounces we have to pay $2.00 but it is $1.84 here saved $0.16

Therefore, Option-D is correct that is Brand -D is better to buy because 16 ounces we have to pay $2.00 but it is $1.84 here saved $0.16.

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Answer:

im so sry. I know how it feels to study real hard but you just dont

get good grades. :(   You could try to see if anything is for extra credit or maybe you can retake some bad grades. :)

i hope everything turns out well for you :)

Step-by-step explanation:

good luck!

Answer:

32 degree

Step-by-step explanation:

sum of angles in a triangle=180

Answer:

-17x2 - 14x + 10

 ————————————————

        2        

Step-by-step explanation:

STEP

1

:

           25

Simplify   ——

           2

Equation at the end of step

1

:

             25

 (((4•(x2))-(——•x2))-7x)+5

             2

STEP

2

:

Equation at the end of step 2

                 25x2            

 (((4 • (x2)) -  ————) -  7x) +  5

                  2              

STEP

3

:

Equation at the end of step

3

:

           25x2            

 ((22x2 -  ————) -  7x) +  5

            2              

STEP

4

:

Rewriting the whole as an Equivalent Fraction

4.1   Subtracting a fraction from a whole

Rewrite the whole as a fraction using  2  as the denominator :

            22x2     22x2 • 2

    22x2 =  ————  =  ————————

             1          2    

Equivalent fraction : The fraction thus generated looks different but has the same value as the whole

Common denominator : The equivalent fraction and the other fraction involved in the calculation share the same denominator

Adding fractions that have a common denominator :

4.2       Adding up the two equivalent fractions

Add the two equivalent fractions which now have a common denominator

Combine the numerators together, put the sum or difference over the common denominator then reduce to lowest terms if possible:

22x2 • 2 - (25x2)      -17x2

—————————————————  =  —————

        2               2  

Equation at the end of step

4

:

  -17x2          

 (————— -  7x) +  5

    2            

STEP

5

:

Rewriting the whole as an Equivalent Fraction :

5.1   Subtracting a whole from a fraction

Rewrite the whole as a fraction using  2  as the denominator :

         7x     7x • 2

   7x =  ——  =  ——————

         1        2  

Adding fractions that have a common denominator :

5.2       Adding up the two equivalent fractions

-17x2 - (7x • 2)     -17x2 - 14x

————————————————  =  ———————————

       2                  2    

Equation at the end of step

5

:

 (-17x2 - 14x)    

 ————————————— +  5

       2          

STEP

6

:

Rewriting the whole as an Equivalent Fraction :

6.1   Adding a whole to a fraction

Rewrite the whole as a fraction using  2  as the denominator :

        5     5 • 2

   5 =  —  =  —————

        1       2  

STEP

7

:

Pulling out like terms :

7.1     Pull out like factors :

  -17x2 - 14x  =   -x • (17x + 14)

Adding fractions that have a common denominator :

7.2       Adding up the two equivalent fractions

-x • (17x+14) + 5 • 2     -17x2 - 14x + 10

—————————————————————  =  ————————————————

          2                      2        

STEP

8

:

Pulling out like terms :

8.1     Pull out like factors :

  -17x2 - 14x + 10  =   -1 • (17x2 + 14x - 10)

Trying to factor by splitting the middle term

8.2     Factoring  17x2 + 14x - 10

The first term is,  17x2  its coefficient is  17 .

The middle term is,  +14x  its coefficient is  14 .

The last term, "the constant", is  -10

Step-1 : Multiply the coefficient of the first term by the constant   17 • -10 = -170

Step-2 : Find two factors of  -170  whose sum equals the coefficient of the middle term, which is   14 .

     -170    +    1    =    -169

     -85    +    2    =    -83

     -34    +    5    =    -29

     -17    +    10    =    -7

     -10    +    17    =    7

     -5    +    34    =    29

     -2    +    85    =    83

     -1    +    170    =    169

Observation : No two such factors can be found !!

Conclusion : Trinomial can not be factored

Final result :

 -17x2 - 14x + 10

 ————————————————

        2        

The actual weight is 0.0042 pounds lighter than the labeled weight.

The actual weight of the chocolates is 0.3798 pounds, while the label on the bag states it should weigh 0.384 pounds. To determine how much lighter the actual weight is, we can calculate the difference between the two weights.

Subtracting the actual weight from the labeled weight, we get:

0.384 pounds - 0.3798 pounds = 0.0042 pounds.

Therefore, the actual weight is 0.0042 pounds lighter than the labeled weight.

It's important to note that this difference may seem small, but it can be significant depending on the context. Accuracy in labeling is crucial for various reasons, such as complying with regulations, providing precise information to consumers, and ensuring fair trade practices. Even minor discrepancies can impact trust and customer satisfaction.

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Answer:yes

Step-by-step explanation:0 and 0 means that those numbers dont move that distance apart 1 that 1 X 1 it seems so it would equal 1 2 and 4 2 x 2 = 4 and 3 X 3 equals 9

Answer:

D. 2

Step-by-step explanation:

Answer:

D.2

Step-by-step explanation:

you need to multiply the sides of B by 2 to get the sides of A.

3 times 2= 6

6 times 2=12

4 times 2=8

The right response is, "5 hexagons are made up of 15 pattern block trapezoids."

Geometric shapes known as pattern block trapezoids are frequently utilized in arithmetic instruction. On a flat surface, they are one of a number of forms that can be used to make tessellations, or repeating patterns. Different colored plastic or foam pattern block trapezoids are available in a variety of sizes, with each color denoting a distinct size and form. Pattern block trapezoids are frequently used to teach geometry principles like area, perimeter, and angles in addition to their application in making tessellations. They can also aid in the development of kids' spatial reasoning and problem-solving skills.  

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The exact behavior and consequences depend on the Operations system's process management mechanisms and the actions taken by process z or the system's process manager.

When process y dies, the Operations system handles the termination of the process and performs certain actions related to its termination. Here are the likely outcomes when process y, with process x as its child and process z as its parent, dies:

1. Process y's termination: When process y dies, the operating system marks it as terminated and frees up any system resources that were allocated to it. This includes releasing memory, closing file descriptors, and removing its entry from the process table.

2. Parent-child relationship: Since process x is the child of process y, the operating system updates the parent-child relationship. Typically, when a parent process dies, the child process is reassigned to another process called the init process or is terminated if no other process adopts it. The exact behavior depends on the operating system's process management policies.

3. Process z's status: Process z, being the parent of process y, may receive a notification or a signal indicating the termination of its child process. The operating system usually sends a SIGCHLD signal to the parent process, allowing it to handle the termination of its child process appropriately. Process z can choose to ignore the signal or perform actions such as cleaning up resources or spawning a new child process to replace the terminated one.

4. Orphaned process: If process z does not handle the termination of process y appropriately or if process z itself terminates before process y, process x becomes an orphaned process. Orphaned processes are typically adopted by the init process or the system's process manager, ensuring that they are handled and terminated properly.

In summary, when process y dies, the operating system marks it as terminated, updates the parent-child relationship, and may notify process z. The exact behavior and consequences depend on the operating system's process management mechanisms and the actions taken by process z or the system's process manager.

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The required first term is 100 and the common ratio is 1.1 and the 11th term is 285.

Geometric progression is a sequence of series whose ratio with adjacent values remains the same.

Here,
Orignal price iss 100
Appreciates 10% each year,
So price on next year = 100 + 100 * 10 / 100
So the price next year = 110
Similarly price on the next year becomes in a series = 100, 110, 121,
Now, the first term of geometric progression = 100
Common difference = 110 / 100 = 1.1
11 the term = 100 * 1.1 ¹¹
11the term = 285

Thus, the required first term is 100 and the common ratio is 1.1 and the 11th term is 285.

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The appropriate distribution to use to construct a confidence interval based on the research is the t-distribution, which is used when the population is known to be approximately normally distributed

It is used to estimate the population parameter by constructing a range of values from a sample statistic. Since the population is known to be approximately normally distributed, the sample size is small (n < 30), and the population standard deviation is unknown, the t-distribution is used to construct a confidence interval.

The t-distribution is a probability distribution that is similar to the normal distribution, but it is more spread out and flatter. It is used when the sample size is small, and the population standard deviation is unknown. The t-distribution is characterized by a parameter called the degrees of freedom (df), which depends on the sample size.

The t-distribution is bell-shaped and symmetric, like the normal distribution, but it has thicker tails, which means that it is more likely to produce extreme values. The t-distribution is widely used in hypothesis testing and estimation in statistics.

In conclusion, the sample size is small (n < 30), and the population standard deviation is unknown.

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Answer:

???????????????????

Step-by-step explanation:

Answer:

it sold 300 newspapers because you needed to multiply 25x 12

Step-by-step explanation:

Answer:

12.6

Step-by-step explanation:

1/5 = .2

3/10 = .3

4.2 x .3 = 12.6

Answer:

x=12

Step-by-step explanation:

The angles are alternate exterior angles, and if the alternate exterior angles are equal, the lines are parallel

5x= 4x+12

Subtract 4x from each side

5x-4x =4x-4x+12

x = 12

Answer:

The value of X that will make AIIB is 12.

Step-by-step explanation:

1. 5x= 4x+12.

2. Subtract 4x from each side.

3. 5x-4x =4x-4x+12.

4. x = 12.

Answer:

the area of Figure 6 is Figure 36

Step-by-step explanation:

using formula,

A=\(a^{2}\) (a = sides of the square)

  =\(6^{2}\)cm

  =36cm.

Answer:

The solution set is { } or ∅ ⇒ empty set

Step-by-step explanation:

∵ 2x + 10 < 10

→ Subtract 10 from the two sides of the inequality

∵ 2x + 10 - 10 < 10 - 10

∴ 2x < 0

→ Divide both sides by 2

∴ \(\frac{2x}{2}\) < \(\frac{0}{2}\)

∴ x < 0

∴ The solutions are all the negative numbers

∵ x ∈ N

∵ N is the set of Natural numbers

→ The natural numbers start at 1 and include all positive whole numbers

∴ N = {1, 2, 3, 4, 5, ..............}

∵ N does not contain any negative numbers

∴ The solution set is an empty set ⇒ ∅

∴ The solution set is { } or ∅

Answer: C

Step-by-step explanation:

12in is 1 ft

652/12 is 54r4

so atlease 55

Answer:

7r is the correct answer

Step-by-step explanation:

7 x 8 = 56

Answer:

y = 2x + 0

Step-by-step explanation:

Answer:

Step-by-step explanation:

2x50=100

2x30=60

100x2=200

this is the answer in the picture

Interval notation for increasing and decreasing functions is written as (x, y) where x < y for increasing functions, and (x, y) where x > y for decreasing functions.

To write interval notation for increasing and decreasing functions, you need to analyze the behavior of the function's graph.

For an increasing function, as you move from left to right along the x-axis, the y-values of the function's graph increase. In interval notation, you would write this as:

(x, y) where x < y

For example, if the function is increasing from -3 to 5, the interval notation would be (-3, 5).

On the other hand, for a decreasing function, as you move from left to right along the x-axis, the y-values of the function's graph decrease. In interval notation, you would write this as:

(x, y) where x > y

For example, if the function is decreasing from 7 to -2, the interval notation would be (7, -2).

It's important to note that for both increasing and decreasing functions, the parentheses indicate that the endpoints are not included in the interval.

Remember, when using interval notation, always write the x-value first and then the y-value. This notation helps us understand the direction and range of a function.

In conclusion, interval notation for increasing and decreasing functions is written as (x, y) where x < y for increasing functions, and (x, y) where x > y for decreasing functions.

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Answer:

15.62

Step-by-step explanation:

The y-intercept of the given quadratic function y = x² + 2x − 8 is (A) -4.

A y-intercept, also known as a vertical intercept, is the location where the graph of a function or relation meets the coordinate system's y-axis.

This is done in analytic geometry using the common convention that the horizontal axis represents the variable x and the vertical axis the variable y.

These points satisfy x = 0 because of this.

When the line touches the y-axis, it forms a y-intercept.

Find the y when x = 0 to find these.

When the line touches the x-axis, the position for the y-intercept will look like (0,y).

So, have the given quadratic function:

y = x² + 2x − 8

Now, plot the given quadratic function on the graph:

(Refer to the graph attached below)

As we can see that the y-intercept is -4.

Therefore, the y-intercept of the given quadratic function y = x² + 2x − 8 is (A) -4.

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If a line with slope 4 has one point of intersection with the quadratic function y = x² + 2x − 8, what is the y-intercept of the line?

a. -4

b. 10

c.-10

d. 4

e. -8