plz help its due todayyyy

The inequality 5p + 3n ≤ 20 represents the purchase of Tony

Tony received a $20 gift card for school supplies. Paper is $5 per pack and notebooks are $3 each. Which inequality represents the number of packs of paper, p, and notebooks, n,

We can start by using the data provided in the question to address this problem.

A $20 gift card for school supplies was given to Tony.

A pack of paper costs $5, while a notepad costs $3.

Let n be the number of notebooks Tony may buy and p be the number of packs of paper he may buy.

The paper costs five pence in total.

The price of notebooks is n dollars in total.

Tony has a $20 gift certificate, so we can write:

5p + 3n ≤ 20

This disparity shows how many notebooks and paper packs Tony is allowed to buy.

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The dimensions of the rectangle with the greatest possible area are approximately:

Width = 4.389

Height = 3.259

Let's assume that the width of the rectangle is ""w"" and the height is ""h"".

Since the base of the rectangle is on the x-axis, we know that the width of the rectangle is equal to the distance between the x-coordinates of its two corners.

Let's say that the x-coordinate of the left corner is ""a"" and the x-coordinate of the right corner is ""b"". Then we have:

w = b - a

The height of the rectangle is the distance between the y-coordinate of its upper corners. Since the upper corners of the rectangle lie on the parabola y=8−x2, we can express the height in terms of ""a"" and ""b"" as follows:

h = 8 - a^2

h = 8 - b^2

The area of the rectangle is given by:

A = w * h

A = (b - a) * (8 - a^2)

To find the dimensions of the rectangle with the greatest possible area, we need to maximize the area A. We can do this by taking the derivative of A with respect to ""a"", setting it equal to zero, and solving for ""a"". Let's do that now:

dA/da = -2a^2 + 8a - b + 8

Setting this derivative equal to zero, we get:

-2a^2 + 8a - b + 8 = 0

We can solve this equation for ""b"" in terms of ""a"" as follows:

b = -2a^2 + 8a + 8

Substituting this expression for ""b"" back into the equation for the area A, we get:

A = (b - a) * (8 - a^2)

A = (-2a^2 + 8a + 8 - a) * (8 - a^2)

A = (-2a^2 + 7a + 8) * (8 - a^2)

A = -2a^4 + 15a^3 - 24a^2 + 64a

To find the value of ""a"" that maximizes this expression for A, we can take its derivative with respect to ""a"", set it equal to zero, and solve for ""a"". Let's do that now:

dA/da = -8a^3 + 45a^2 - 48a + 64

Setting this derivative equal to zero, we get:

-8a^3 + 45a^2 - 48a + 64 = 0

This equation doesn't have a nice closed-form solution, so we'll need to solve it numerically. Using a graphing calculator or a computer algebra system, we can find that one solution is:

a ≈ 2.306

To find the corresponding value of ""b"", we can use the expression we derived earlier:

b = -2a^2 + 8a + 8

b ≈ 6.695

So the width of the rectangle is:

w = b - a ≈ 6.695 - 2.306 ≈ 4.389

And the height of the rectangle is:

h = 8 - a^2 ≈ 3.259

Therefore, the dimensions of the rectangle with the greatest possible area are approximately:

Width = 4.389

Height = 3.259

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Answer:

h(7) = 3

Step-by-step explanation:

h(x) = -\(\sqrt{x-3}\) + 5

h(7) = -\(\sqrt{(7)-3}\) + 5

h(7) = -√4 + 5

h(7) = -2 + 5

h(7) = 3

Answer: A

Step-by-step explanation:

Answer:

It is A

Step-by-step explanation:

To accurately represent men's and women's shoe sizes separately, it is recommended to calculate and compare the average or median shoe size for each group separately.

The problem with the central measure, mean or median, in this case is that the data is not gender-specific and there is a possibility that male and female shoe size distributions are different. Therefore, calculating the average or median shoe size for all students may not accurately reflect the typical male and female shoe sizes, respectively.

For example, if the males in the sample have, on average, a larger shoe size than the females, then the average shoe size of all students might be biased towards the larger size, even if most of the students are female. On the other hand, if you have several boys with very large shoe sizes, the median shoe size of all students may be biased toward the larger size, even if most of the students are women with small shoe sizes.

To accurately represent men's and women's shoe sizes separately, it is recommended to calculate and compare the average or median shoe size for each group separately. Alternatively, a fashion report representing the most common shoe sizes in the data might be a better measure of the centroid.

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Answer:

I cant see the picture

Step-by-step explanation:

Split the equation into two separate equations (one with a positive and one with a negative), and then solve both equations.

POSITIVE:

2b - 9 = b - 6

b = 3

NEGATIVE:

2b - 9 = -(b - 6)

2b - 9 = -b + 6

3b = 15

b = 5

Answer: b=3, b=5

Triangle ABC is similar to triangle ADE by AA test of similarity

Similarity is a property which says that the respective angles of two triangles are of equal measure and corresponding sides are in proportion.

here, we have,

There are different types of similarity test by which we can prove the similarity of triangles.

We are given that BC is parallel to Line DE

As the lines are parallel the respective angle are corresponding angles

hence Angle D = Angle B

And Angle E = Angle C

And both triangle have angle A as common angle

By AA test of similarity we can say that the two triangles are similar

Hence by AA test similarity the two triangles are similar

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It also allows us to test the statistical significance of the coefficients and determine the strength of the relationship between athletic success and applications.

To determine the effects of collegiate athletic performance on applicants, we can use measures such as team win-loss records, conference championships, national championships, and individual athlete awards such as All-American honors. Timing is a crucial factor to consider as changes in application numbers may not be immediate and could occur over several years. We should also control for other factors such as academic reputation, location, size, and type of college.
To estimate the effects of athletic success on the percentage change in applications, we can use a multiple regression equation. The equation can be written as:
ΔApplications = β0 + β1Win-Loss Record + β2Conference Championships + β3National Championships + β4All-American Honors + β5Academic Reputation + β6Location + β7Size + β8Type + ε
Here, ΔApplications represents the percentage change in applications from year to year. The coefficients β1-β4 represent the effects of athletic success on applications, while β5-β8 control for other factors. ε is the error term.
We can estimate this equation using statistical software such as Stata or R. We would choose this method because it allows us to estimate the effects of multiple variables simultaneously while controlling for other factors that may influence the results.

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y=-x+4 is the Equation of the Line Passes through the points (-4,8) and (1,3).

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

The slope of line passing through points (-4,8) and (1,3)

m=3-8/1+4

=-5/5=-1

Now we need to find the y intercept

8=-1(-4)+b

8=4+b

b=4

Hence, y=-x+4 is the Equation of the Line Passes through the points (-4,8) and (1,3).

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Answer:

50.4

Step-by-step explanation:

you need to do 15.30 plus 10 which is 15.40 than take that add 25.00 to it and you get 40.4 that 5 plus 5 whixh is 10 ans you get

Answer:

W man's W life W parents W pet W grand parents

1% percentage of Milgram's participants regretted having participated in the study.

Along with being the most powerful study in understanding obedience, Milgram’s research is also one that is often second hand when discussing the ethical treatment of human subjects.

Even though no participants accepted any real shocks, Milgram accept considerable criticism in regard to his treatment of subjects, specifically, Diana Baumrind (1964), claimed Milgram generate unacceptable levels of stress in his participants.

Baumrind (1964) also stated that the lab is an unknown setting, therefore the regulation of conduct is ambiguous for the subject, who would be more prone to obedient behavior set side by set to other environmental conditions. Also, after disclose the deception, subjects may feel used, embarrassed, or distrustful of psychologists and future control figures in their lives (Baumrind, 1964).

Milgram (1964) responded to these criticisms by look over his participants after debriefing them and establish that 83.7% were glad to have participated and only 1.3% regretted it.

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The problem involves a tank initially containing a solution of salt and water. Water with a certain salt concentration is added to the tank at a certain rate, and the resulting solution leaves at the same rate. The equation Q'(t) = 2.7 - (0.18 * Q(t)) represents the rate of change of salt in the tank.

(a) The differential equation for Q(t) is derived by considering the rate of change of salt in the tank. It takes into account the rate at which salt is being added and the rate at which it is being removed. The equation Q'(t) = 2.7 - (0.18 * Q(t)) represents the rate of change of salt in the tank.

(b) To find the quantity Q(t) of salt in the tank at time t > 0, the differential equation Q'(t) = 2.7 - (0.18 * Q(t)) is solved with the initial condition Q(0) = 14. The solution is obtained as Q(t) = 27 - 13e^(-0.18t), where e is the base of the natural logarithm.

(c) To compute the limit of Q(t) as t approaches infinity, the expression Q(t) is evaluated as t approaches infinity. The limit is found to be 27, indicating that as time goes to infinity, the quantity of salt in the tank approaches a value of 27 pounds.

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Squeeker initial weight is 1.5

After a year, Squeeker new weight is 7.5

in this problem we have that

y+20=x+15 -------> by vertical angles

isolate variable y

y=x+15-20

y=x-5 ------> equation A

and

(3x+5)+(x+15)=180 ------> by form a linear pair (sipplementary angles)

solve for x

4x+20=180

4x=160

x=40

substitute the value of x in equation A

y=40-5

y=35

therefore

x=40 and y=35

To interpret scores on it, he is presently administering the test to a representative sample of all golfers. Dr. zimmer is clearly in the process of validating their test.

Validation refers to the process of evaluating the accuracy and reliability of a test or measurement instrument. When Dr. Zimmer is administering the test to a representative sample of golfers, he is collecting data that will allow him to determine the validity of the test and its ability to accurately measure golfers' knowledge of the sport's history.

This process is important for ensuring that the test results are meaningful and can be used to make accurate inferences about the population being studied.

By comparing the scores on the test to other measures of golfers' knowledge, such as interviews or other tests, Dr. Zimmer can determine the test's ability to accurately measure the construct it is intended to measure. Therefore, Dr. Zimmer is in the process of validating his test by collecting data and evaluating its accuracy and reliability.

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Answer:

x = 20

Step-by-step explanation:

13+7=20

x = 20

The value of c that makes the function f(x) = с continuous at x = -1 is c = 1/2.

To determine the value of c for which the function f(x) = с is continuous at x = -1, we need to ensure that the left-hand limit and the right-hand limit of f(x) as x approaches -1 are equal to f(-1).

Let's evaluate the left-hand limit:

lim (x->-1-) f(x) = lim (x->-1-) с = с.

The right-hand limit is:

lim (x->-1+) f(x) = lim (x->-1+) (x²-1)/(x+1)(x-3).

To find the right-hand limit, we substitute x = -1 into the expression:

lim (x->-1+) f(x) = (-1²-1)/(-1+1)(-1-3) = -2/(-4) = 1/2.

For the function to be continuous at x = -1, the left-hand and right-hand limits must be equal to f(-1):

с = 1/2.

Therefore, the value of c that makes the function f(x) = с continuous at x = -1 is c = 1/2.

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Answer:

A, C, D

Step-by-step explanation:

30/90 reduces to 1/3

A) reduces to 1/3

B) reduces to 1/2

C) reduces to 1/3

D) 1/3

E) reduces to 1/2

F) 2/3

Hope this helps! :) happy studies!

Answer:

Jamie should have reversed the inequality when using the division property of inequality.

Step-by-step explanation:

Jamie wrote

500 − 30x ≥ 200

Subtract 500 from both sides

500-500-30x ≥ 200-500

-30x ≥ -300

Divide both sides by -30

x ≥ 10

Instead of reversing the inequality when using the division property of inequality

500 − 30x ≥ 200

Subtract 500 from both sides

500-500-30x ≥ 200-500

-30x ≥ -300

Divide both sides by -30

x <or= 10

the answer is B i hope this helps

^_^

Answer:

#1

x=8.oo+2.00+4.00

?

Answer:

u = 10ft

Step-by-step explanation:

7ft x 8ft = 56. 560 ÷ 56 = 10.
Therefore, u = 10ft

Answer:

i think it's a

Step-by-step explanation:

The required result of the sliding filament model given below.

The mechanism by which muscles contract is described by the sliding filament model. Actin and myosin myofilaments move over one another as a result of a cycle of repeated occurrences, constricting the sarcomere and creating tension in the muscle.

The A band is the middle, darkly pigmented area of the sarcomere that runs the entire length of the thick filaments. The portion of the thin filaments that cross over the thick filaments is also included. The I band is formed by the remaining thin filaments within the sarcomere but not by any thick filaments. Each A band has a narrow region in the middle called the H zone, which is made up entirely of dense filaments.

Myosin heads pull the thin filaments in the direction of the M line during muscle contraction. Because of this, the thin filaments glide inward, allowing their ends to overlap and connect at the sarcomere's core. The I band and H zone become smaller as a result.

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Answer:

i would say it was either A or C

Answer:

B. 3(x+2) can be rewritten as 3x+6 using the distributive property.

Step-by-step explanation:

When you distribute 3 into x and 2 you get the equation 3x+6 (3x and 3(2)) which makes the expressions equivalent.

Answer

$7

Explaination :

3 bracelet - $5( for 1)

3 necklace - (unknown)

Total amount paid - $40

change - $4

Calculation for all 3 bracelet

$5×3=$15

Calculation for the real amount

$40-$4=$36

Calculation for 3 necklace

$36-$15=$21

Calculation for 1 necklace

$21÷3=$7

There reason I divide it with 3 was because I got the total amount for 3necklace now I only want 1..

Final answer - $7#

Hope this helped :)

Answer:

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

Each bracelet cost $5 and necklace costs x.

The total for 3 of each is:

Set equation and solve for x:

Answer:

The stack of blocks is 25.96 inches tall

Step-by-step explanation:

Volume of a Cube

Suppose we are given a cube of side L, the volume is calculated by:

\(V=L^3\)

If the volume is given, the side can be found by solving for L:

\(L=\sqrt[3]{L}\)

We know three cube-shaped blocks with volumes 375, 648, and 1029 cube inches. We'll find each of the side lengths and add them up to find the height that results when they stack up vertically.

Block 1, volume =375 cube inches:

\(L_1=\sqrt[3]{375}=7.21\ inch\)

Block 2, volume= 648 cube inches:

\(L_2=\sqrt[3]{648}=8.65\ inch\)

Block 3, volume =1029 cube inches:

\(L_3=\sqrt[3]{1029}=10.10\ inch\)

Total height=\(7.21\ inch+8.65\ inch+10.10\ inch=25.96\ inch\)

The stack of blocks is 25.96 inches tall