Help me plz :)

All linear graphs have what?
1. Equal
2.Relationships
3. No Relationships
4. Negative

To solve an inequality, we need to isolate the value of x, and to do so we will perform a series of calculations in such a way that it remains the inequality unchanged, or at least still true.

To do so, we will perform first a sum of 2x to both sides of it, as follows:

Now, we subtract 3 from both sides:

To finish it, we divide both sides by 2:

In another way, we can express the following:

It means that the solution is option B.

To solve the second part, we need a filled line that comes from the negative infinity and goes until 2, but it must be including the number 2, and for this reason, the correct answer in the second part is:

D.

The park's total water use when the new attraction is built will be 2406.8  × 10³gallons.

Describe algebra.

Logic is the manipulation of mathematical signifiers, whereas algebra is the study of those signifiers.

The PEMDAS concept stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This guideline must be adhered to in order to provide an accurate solution to the issue.

Total water consumption for a water park's pools, slides, and other features is 2.4 *10⁶ gallons. A ride that would use an additional 6.8 × 10³gallons of water is planned.

Following the completion of the new attraction, the park will have utilized a total of

⇒ 2.4 × 10⁶ + 6.8 × 10³

⇒ 2400 × 10³ + 6.8 × 10³

⇒ 2406.8 × 10³

After the new attraction is constructed, the park will have used 2406.8 × 10³ total gallons of water.

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complete question:

A water park has pools, slides, and rides that, in total, make use of 2.4 x 106 gallons

of water. They plan to add a ride that would make use of an additional 6,800 gallons

of water. Use scientific notation to express the total gallons of water made use of in

the park after the new ride is installed.

Using the disk method, it can be concluded that the volume of the solid is 125π /3 cubic units.

Disk Method is a method used to determine the volume of a solid formed by revolving the region about the x-axis and the interval [a, b]. The volume of the solid is the integral of the area of the base times dx.

V = π ∫ Ax dx

From the question, we know that the base of the figure is a triangular region and the coordinates are (0,0), (5,0), and (0,5).

The square is perpendicular to the x-axis. Thus, we can find the side of the square, that is the straight line passing through (5,0) and (0,5) which meet the y = mx + b equation.

First, we determine the slope of the line (m).

m = (y₂ - y₁) / (x₂ - x₁)

   = ( 5 - 0 ) / ( 0 - 5 )    

   = 5 / -5

   = -1

To find b, we input the value of m into the equation for point (5,0):

y = mx + b

0 = -1*5 + b

0 = -5 + b

b = 5

So we got the side of the square:

y = mx + b

y = -x + 5

y = 5 - x

Thus the area of the square is:

A = side²

  = (5 - x)²

  = 25 + x² - 10x

The volume of the solid can be calculated as follows:

   V = π ∫ Ax dx

      = π ∫₀² (25 + x² - 10x) dx

      = π (25x + 1/3x³ - 5x² |₀⁵)

      = π (25*5 + 1/3*5³ - 5*5² - 0)

      = π (125 + 125/3 - 125 - 0)

      = 125π /3 cubic units

Thus, the volume of the solid is 125π /3 cubic units

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The product of the expression (3/10)(−3.2)(−100) is 96

From the question, the expression is given as

(3/10)(−3.2)(−100)

By the associative property of products, we have the following equation

(3/10)(−3.2)(−100) = (3/10)(−3.2 * −100)

Evaluate the products of the numbers in the same bracket

So, we have the following representation

(3/10)(−3.2)(−100) = (3/10)(320)

Remove the brackets

So, we have the following representation

(3/10)(−3.2)(−100) = 3/10 * 320

Evaluate the products

So, we have

(3/10)(−3.2)(−100) = 96

Hence, the solution is 96

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Answer:

you have it right

Step-by-step explanation:

SOLUTION

We want to complete the sequence below.

-30, -22, -14, -6, 2

From the sequence above, we can see that

So the common difference is 8.

Hence the answer is 10

Answer:

-12

Step-by-step explanation:

y=-3

4y means 4(y)=4(-3)

so 4×-3 =-12

So, we are writing a function. c(x) is the manufacturing costs, and x is the amount of bikes manufactured. The y-intercept is 1908 because when no bikes are manufactured it still costs 1908 to run the factory. The slope is 75 because it costs $75 to create a bike. So, y = mx + b, where m is the slope and b is the y-intercept is:

c(x) = 75x + 1908

Answer:

x=80/3

Step-by-step explanation:

80=3x

80/3=3x/3

3's cancel out so you are left with x on the right

80/3 gives you a decimal so you can just leave it in fraction form

Answer:

-5/7

Step-by-step explanation:

m=(y2-y1)/(x2-x1)

m=(-3-2)/(3-(-4))

m=-5/(3+4)

m=-5/7

Answer: 803.84cm3

Step-by-step explanation:
The formula for finding the volume of a cylinder is πr2h.
In other words, the area of the top face's circle times the height.

To find the circle's area, we first find the radius of the circle. Since the diameter is 8cm, we divide by 2 to get the radius, which is 4cm.

4cm squared is 4cm x 4cm, which is 16cm. 16cm times 3.14 is 50.24cm squared.

Now, we have the area of the circle. 50.24cm squared!

The height is 16cm, so to find the cylinder, we times the area of the circle by the height of the cylinder! So,

16cm x 50.24cm squared = 803.84cm cubed.

The volume of the can of soup is 803.84cm cubed.

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

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Answer:

y = 7

Step-by-step explanation:

First, find the value of x.

\( (12x + 9) + (8x + 11) = 180 \) (linear pair)

Solve for x

\( 12x + 9 + 8x + 11 = 180 \)

Collect like terms

\( 12x + 8x + 9 + 11 = 180 \)

\( 20x + 20 = 180 \)

Subtract 20 from both sides

\( 20x + 20 - 20 = 180 - 20 \)

\( 20x = 160 \)

Divide both sides by 20

\( \frac{20x}{20} = \frac{160}{20} \)

\( x = 8 \)

Thus,

\( (12x + 9) = (14y + 7) \) (vertical angles)

Plug in the value of x, and solve for y

\( 12(8) + 9 = 14y + 7 \)

\( 96 + 9 = 14y + 7 \)

\( 105 = 14y + 7 \)

Subtract 7 from each side

\( 105 - 7 = 14y + 7 - 7 \)

\( 98 = 14y \)

Divide both sides by 14

\( \frac{98}{14} = \frac{14y}{14} \)

\( 7 = y \)

Answer: 40 dollars

Step-by-step explanation:

i hope the explanation is right:)

If he invites 5 friends for 40 bucks each then one friend that he knows will go is 40 dollars. So the only thing you have to do for this problem is multiply 40 by the number of friends which in this case i believe is 1.

The Propositions are resulting

(a) ∀x∃y(x = y²) is False

(b) ∀x∃y(x² = y) is True.

(c) ∃x∀y(xy = 0) is True.

(d) ∀x∃y(x + y = 1) is True.

(a) ∀x∃y(x = y²)

This proposition states that for every x, there exists a y such that x is equal to y². To determine the truth value, we need to check if this statement holds true for every value of x.

If we take any positive value for x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 4, then y = 2 satisfies the equation since 4 = 2². Similarly, if x = 9, then y = 3 satisfies the equation since 9 = 3².

Therefore, the proposition (a) is false.

(b) ∀x∃y(x² = y)

For any given positive or negative value of x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 4, then y = 2 satisfies the equation since 4² = 2. Similarly, if x = -4, then y = -2 satisfies the equation since (-4)² = -2.

Therefore, the proposition (b) is true.

(c) ∃x∀y(xy = 0)

The equation xy = 0 can only be satisfied if x = 0, regardless of the value of y. Therefore, there exists an x (x = 0) that makes the equation true for every y.

Therefore, the proposition (c) is true.

(d) ∀x∃y(x + y = 1)

To determine the truth value, we need to check if this statement holds true for every value of x.

If we take any value of x, we can find a corresponding value of y that satisfies the equation.

For example, if x = 2, then y = -1 satisfies the equation since 2 + (-1) = 1. Similarly, if x = 0, then y = 1 satisfies the equation since 0 + 1 = 1.

Therefore, the proposition (d) is true.

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\(\dfrac{5}{x}=\dfrac{\frac{1}{2}}{4}\\\\\\\dfrac{5}{x}=\dfrac{1}{2}\cdot\dfrac{1}{4}\\\\\\\dfrac{5}{x}=\dfrac{1}{8}\longrightarrow\boxed{x=40}\)

Answer: 1

Step-by-step explanation:

Answer:

Hello there, your answer would be 270

Step-by-step explanation:

To get the solution, we are looking for, we need to point out what we know.

We assume, that the number 3000 is 100% - because it's the output value of the task.

so that x is the value we are looking for.

If 3000 is 100%, so we can write it down as 3000=100%.

We know that x is 9% of the output value, so we can write it down as x=9%.

Now we have two simple equations:

3000=100%

x=9%

where left sides of both of them have the same units, and both right sides have the same units, so we can do something like that:

3000/x=100%/9%

Now we just have to solve the simple equation, and we will get the solution we are looking for.

Solution for what is 9% of 3000

     - we multiply both sides of the equation by x and - we divide both sides of the equation by x

now we have:

9% of 3000=270

So, the answer is 270

Since opposite angles of a kite are equal, therefore ∠B and ∠D are also equal. So, m∠D = m∠B = 60°.

Right angles are angles that measure exactly 90 degrees. They are formed when two straight lines intersect at a point, creating four equal angles. Right angles are the most common type of angle and can be found in many shapes, including squares, rectangles, and triangles. Right angles are also used in architecture and engineering to create structures that are strong and stable.

In the given figure, we can see that ∠A and ∠C are both right angles, so they are both equal to 90°.

Since opposite angles of a kite are equal, therefore ∠B and ∠D are also equal. So, m∠D = m∠B = 60°.

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Answer: 18/27 or 2/3

Step-by-step explanation: trust me

Answer:

sairam will have to work around 18.18 hours at coffee shop to get 200$

Step-by-step explanation:

Answer:

Shelter b has 320 beds that are occupied

Step-by-step explanation:

500/5=100

90x5=450 beds in shelter A

450/15=30

30x16=480

480/3=160

160x2=320

The sum Y = X1 + X2 + X3's mgf is 1 + 2X + 3X².

Given,

Y = X1 + X2 + X3.

\($\frac{d}{d X}\left(X^1+X^2+X^3\right)\)

Simplifying the above equation,

\($X^1+X^2+X^3: \quad X+X^2+X^3$\)

= \($\frac{d}{d X}\left(X+X^2+X^3\right)\)

=\($\frac{d}{d X}(X)+\frac{d}{d X}\left(X^2\right)+\frac{d}{d X}\left(X^3\right)\)

\($\frac{d}{d X}(X)=1\)

Simplifying,

\($\frac{d}{d X}\left(X^2\right)=2 X\)

\($\frac{d}{d X}\left(X^3\right)=3 X^2\)

Then we get,

= 1 + 2X + 3X²

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In the given function H(p) = p/5 + 15, the independent variable is "p" ,

The independent variable in this function is denoted by "p." The independent variable can also be referred to as the input variable, which means that it is the value that is inputted into the function to produce an output. In this specific function, "p" represents the price of a good or service.

It is important to distinguish between the independent and dependent variables in a function. The dependent variable is denoted by "H(p)" in this case, and it is the output of the function. The value of the dependent variable is determined by the independent variable. In this function, "H(p)" represents the total cost of the good or service, which is dependent on the price "p." p is the input variable representing the price of the good or service.

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