Select all equations that have graphs with the same y-intercept.
A. y = 3x - 8
B. y= 3x -9
C. y= 3x + 8
D. y = 5x - 8
E. y = 2x - 8
F. y = 1/3x -8

Answer: 7000

Note: 5 and up rounds up. 4 and below rounds down.

4 < 5 so that means we won't need to round up we round down.

7412 = 7000

If we were to round up then the answer would of been 7500.

Answer:

y=7%283%29%2B10

y=21%2B10

y=31

(3,31)

Step-by-step explanation:

Answer:

the answer is A

Step-by-step explanation:

Let's solve your inequality step-by-step.

x+25>50

Step 1: Subtract 25 from both sides.

x+25−25>50−25

x>25

Answer:

x>25

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As a result, the area of the surface formed by rotating the given curve about the x-axis throughout the period [9, 20] is 864π.

The size of a region on a surface is measured in area. Surface area refers to the area of an open surface or the border of a three-dimensional object, whereas area of a plane region or plane area refers to the area of a form or planar lamina.

Here,

The area of the surface generated when a curve is revolved about an axis is known as the surface area of revolution and can be calculated using the formula:

A = 2π ∫ y dx

where y is the equation of the curve being revolved and the integral is taken over the interval [a,b] in which the curve is being revolved.

In this case, the curve is given by y = 8√x on the interval [9, 20]. So, the surface area of revolution is:

A = 2π ∫_9^20 8√x dx

This integral can be evaluated using substitution. Let u = √x, so that du = dx / 2√x and x = u^2. Then:

A = 2π ∫_3^4 8u * 2u du

= 2π * 8 * ∫_3^4 u^2 du

= 2π * 8 * [u^3/3]_3^4

= 2π * 8 * (64/3 - 27/3)

= 2π * 8 * (37/3)

= 864π

So, the area of the surface generated when the given curve is revolved about the x-axis over the interval [9, 20] is 864π.

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Answer:

72

Step-by-step explanation:

Step-by-step explanation:

QC = Qu + UC

Qu= 22

Uc= 70

QC= 22 + 70

QC = 92

Answer:

2/3; 7/9; 9/11

Step-by-step explanation:

You have to divide them and you will get a decimal that is how you put them in numerical order

A collection of individuals who are committed to working together to achieve a common goal describes a team.

A collection of individuals who are committed to working together to achieve a common goal forms a team. A team typically consists of individuals with complementary skills, knowledge, and expertise who come together to collaborate and combine their efforts towards a shared objective.

Team members work together in a coordinated manner, leveraging their individual strengths and abilities, to accomplish tasks, solve problems, make decisions, and ultimately achieve the team's desired outcome or goal. The common goal serves as a unifying force that guides the team's actions and motivates its members to work collectively.

Effective teams often exhibit characteristics such as clear communication, trust, mutual support, cooperation, and shared accountability. They recognize the importance of collaboration and synergy, understanding that by working together, they can achieve more than what each individual could accomplish alone.

Teams can exist in various settings, including workplaces, sports teams, community organizations, and academic institutions. They can range from small, tightly knit groups to large, multidisciplinary teams, depending on the nature and complexity of the goal they are pursuing.

In summary, a team is a cohesive group of individuals who come together with a shared commitment to collaborate, combine their skills, and work towards a common goal, utilizing their collective efforts and resources to achieve success.

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The first term on the left-hand side represents the flux of the quantity D(pu δ) across the cell boundaries, and the second term represents the change of this flux within the cell.

To integrate the 1D steady-state convection-diffusion equation over a typical cell, we can start with the given equation:

D/dx(pu δ) = d/dx (rd δ/dx)

Here, D is the diffusion coefficient, p is the velocity, r is the reaction term, u is the concentration, and δ represents the Dirac delta function.

To integrate this equation over a typical cell, we need to define the limits of the cell. Let's assume the cell extends from x_i to x_i+1, where x_i and x_i+1 are the boundaries of the cell.

Integrating the left-hand side of the equation over the cell, we have:

∫[x_i to x_i+1] D/dx(pu δ) dx = D∫[x_i to x_i+1] d(pu δ)/dx dx

Using the integration by parts technique, the integral can be written as:

= [D(pu δ)]_[x_i to x_i+1] - ∫[x_i to x_i+1] d(D(pu δ))/dx dx

Similarly, integrating the right-hand side of the equation over the cell, we have:

∫[x_i to x_i+1] d/dx (rd δ/dx) dx = [rd δ/dx]_[x_i to x_i+1]

Combining the integrals, we get:

[D(pu δ)][x_i to x_i+1] - ∫[x_i to x_i+1] d(D(pu δ))/dx dx = [rd δ/dx][x_i to x_i+1]

This equation can be further simplified and manipulated using appropriate boundary conditions and assumptions based on the specific problem at hand.

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Sugar used 32 tablespoons for Misty's recipe and 18 fluid ounces for Rex's recipe.

A cup is a unit used to measure volume or other quantities in the serving purpose especially in the cooking industry. By using cup both fluid and solid ingredient can be measured and later convert to equivalent unit for analyzing.

As per Misty's recipe, sugar used = 2 cups

    number of cookies made = 2¹₂ dozen = 2.5 dozen

we know 1 cup is equivalent to 16 tablespoons and also equivalent to 8 fluid ounces.

In the Misty's recipe 2x16 = 32 tablespoons sugar is used to make 2.5 dozen cookies.

As per Rex's recipe, sugar used = 2¹₄ cups = 2.25 cups

        number of cookies made = 3 dozen

as 1 cup is equivalent to 8 fluid ounces

so, in the Rex's recipe 2.25x 8 =18 fluid ounces sugar is used to make 3 dozen cookies.

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Mark should use the volume formula to determine the number of cubic feet of soil needed to fill the planter half-full. To fill the planter half-full, he would require 18 cubic feet of soil.

In order to determine the amount of soil needed to fill the planter half-full, Mark should use the volume formula. The volume of a rectangular box is calculated by multiplying its length, width, and height. In this case, the length of the planter is 12 feet, the width is 6 feet, and the height is 3 feet. By multiplying these dimensions together (12 x 6 x 3), Mark can find the total volume of the planter, which is 216 cubic feet.

However, the question specifies that Mark needs to fill the planter only half-full. Therefore, he would require half of the calculated volume, which is 216 cubic feet divided by 2, resulting in 108 cubic feet. Therefore, Mark needs 108 cubic feet of soil to fill the planter half-full.

It's worth noting that the trick detail mentioned in the question is the requirement for the planter to be half-full. This means Mark needs to consider only half of the total volume when calculating the amount of soil required.

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On the number line, It is true to the claim that the solution to the expression 32 + (-17) is 17 units from 32 in the positive direction.

A number line is an illustration of a graded straight line that represents actual numbers. What we call a "number line" is really a horizontal line with regularly spaced number increments. The number line's response format is determined by the numbers it contains.

All possible numbers may be plotted along a line called a number line. Any real number may be represented by a single dot on a number line.

On the number line, we have the negative numbers on the -ve x-axis to the left and they are smaller than the positive numbers to the right, and this is immediately apparent when looking at a number line.

Given that:

= 32 + (-17)

= 32 - 17

= 17

We can therefore conclude that the given expression shows that we are 17 units far away from 32 in the positive x-axis on the number line.

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Answer:

N

Q

Cost (dollars)

0

cost of the tickets in dollars.

32 Each ticket to ride a carousel costs $2 50. The table st

relationship between x, the number of tickets bought, -

Y

8 10

Number of Tickets

LA COORDINATE PLANE

Carousel Rides

Number of Tickets, x

1

5

2

3

Carousel Rides

which graph best represents the data shown in the table?

Carousel Rides

Carousel Rides

Cost (dollars)

DO

6

6

Cost (dollars)

12

0

Cost, y (dollars)

2.50

5.00

7.50

12.50

4

2

6

Number of Tickets

Carousel Rides

12

Step-by-step explanation:

Based on the data given in the table, the graph that best represents the relationship between the number of tickets bought and the cost of riding the carousel is the one that shows a linear relationship between the two variables.

The table shows that for each ticket bought, the cost of riding the carousel increases by $2.50. This means that the relationship between the number of tickets bought and the cost of riding the carousel is linear, with a slope of $2.50.

Therefore, the graph that best represents this relationship is the one that shows a straight line with a slope of $2.50 passing through the points (1, $2.50) and (5, $12.50). This graph is represented by the option labeled "Carousel Rides" with the x-axis showing the number of tickets bought and the y-axis showing the cost in dollars.

Answer:

its d ok make me brialyisyt plssssss

Answer:

Step-by-step explanation:

Answer:

26.9 ft

Step-by-step explanation:

So this answer is going to require one of the trigonometric functions, which is the ratio of sides of a triangle. So I attached a diagram to my answer, which is depicting the given information and hopefully this should be able to help a bit.

Anyways, we know the hypotenuse, an angle, and the opposite side of the angle. There is a trigonometric function which is defined as: \(sin(\theta)=\frac{opposite}{hypotenuse}\). We can use the sine function to solve for the opposite side. So let's plug in known values into this equation:

Known Values: theta=85 degrees, hypotenuse = 27 ft

\(sin(85)=\frac{opposite}{27 ft}\)

Multiply both sides by 27 ft]

\(sin(85)*27ft=opposite\)

Now you can approximate the value of sin(85) using your calculator, and make sure it's in degree mode not radian mode.

\(0.996194698*27ft\approx opposite\)

Simplify

\(26.8973 ft\approx opposite\)

Rounding this to one decimal place makes it

\(26.9 ft\approx opposite\)

Answer:   1.25

hope this help!!

Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence.

A sequence in mathematics is an ordered collection of numbers that is typically defined by a formula or rule. Every number in the series is referred to as a term, and its location within the sequence is referred to as its index. Depending on whether the list of terms stops or continues indefinitely, sequences can either be finite or infinite. By their patterns or uniformity, sequences can be categorised, and the study of sequences is crucial to many areas of mathematics, such as calculus, number theory, and combinatorics. Mathematical, geometrical, and Fibonacci sequences are a few examples of popular sequence types.

given

The sequence's terms are all different by 7 (i.e., 12 - 5 = 19 - 12 = 26 - 19 =... = 7).

The following is a definition of a recursive formula for the nth element of the sequence:

a 1 = 5 (the first term of the series is 5) (the first term of the sequence is 5)

For n > 1, each term is derived by adding 7 to the preceding term, so a n = a n-1 + 7.

Thus, beginning with a 1 = 5, the formula a n = a n-1 + 7 can be used to recursively find the nth term of the sequence. For instance, we have

a_2 = a_1 + 7 = 5 + 7 = 12

a_3 = a_2 + 7 = 12 + 7 = 19

a_4 = a_3 + 7 = 19 + 7 = 26

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Answer: 100 cm

Step-by-step explanation:

1. Since the problem tells us that they are similar, we can infer that this larger rectangle is the same rectangle, only bigger.

2. With this information, we can do the equation 49/12.25 because then we will get the amount the rectangle grows by.

3. 49/12.25=4

4. Now, we can multiply the length(25) by 4.

5. 25 x 4=100

6. The length of the larger rectangle is 100.

I hope this helps!

Answer:

Step-by-step explanation:

\(y =\dfrac{-3}{4}x -6\)

Multiply the entire equation by 4,

\(4*y=\dfrac{-3}{4}x*4 - 6*4\\\)

4y = -3x - 24

Add 3x to both sides

3x + 4y = -24

Add 24 to both sides

3x + 4y + 24 = 0

The solution to the initial value problem is: y(t) = L^-1{Y(s)} = 3H(t) - 7e^(4t)

Given initial value problem:

y'' + 5y' + 4y = e^(4t),  y(0) = 1,  y'(0) = 2

Step 1: Taking the Laplace Transform of both sides of the differential equation, we get:

s^2Y(s) - sy(0) - y'(0) + 5(sY(s) - y(0)) + 4Y(s) = 1/(s - 4)

Applying the initial conditions y(0) = 1 and y'(0) = 2:

s^2Y(s) - s - 2 + 5(sY(s) - 1) + 4Y(s) = 1/(s - 4)

Simplifying the equation:

(s^2 + 5s + 4)Y(s) = 1/(s - 4) + s + 3

Step 2: Perform partial fraction decomposition on the right-hand side to express it as a sum of simpler fractions:

1/(s - 4) + s + 3 = A/(s - 4) + B

Multiplying through by (s - 4), we get:

1 + (s - 4)(s + 3) = A(s - 4) + B(s - 4)

Expanding and equating coefficients, we find A = 1 and B = 2.

So, the equation becomes:

(s^2 + 5s + 4)Y(s) = 1/(s - 4) + s + 3 = 1/(s - 4) + s + 2(s - 4)

Step 3: Take the inverse Laplace Transform of Y(s) to find the solution y(t).

Using the inverse Laplace Transform tables:

L^-1{(s^2 + 5s + 4)Y(s)} = L^-1{1/(s - 4)} + L^-1{s} + L^-1{2(s - 4)}

Applying the inverse Laplace Transform:

y'' + 5y' + 4y = e^(4t) + δ(t) + 2(δ(t) - 4e^(4t))

Simplifying and combining terms:

y'' + 5y' + 4y = 3δ(t) - 7e^(4t)

where δ(t) represents the Dirac delta function.

Thus, the solution to the initial value problem is:

y(t) = L^-1{Y(s)} = 3H(t) - 7e^(4t)

where H(t) is the Heaviside step function, and t represents the time variable.

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Step-by-step explanation:

We know that the sum of angle around a point is 180° . Therefore let the first angle be x then second will be x + 3 .

According to the Question ,

> x + x + 3 = 360°

> 2x = 357=

> x = 357°/2

> x = 178.5°

Answer:

Step-by-step explanation:

Let the number of the problems the team could solve before is x.

Then we have:

They were able to solve 30 problems before the new mathletes joined

Answer:

\(\tt{}x = 30 \\ \)

Step-by-step explanation:

\(\tt{}x + 40\% = 42\)

\(\tt{}1.4x = 42\)

\(\tt{}x = \frac{42}{1.4} \)

\(\tt{}x = 30\)

\( \\ \\ \\ \)

\( \huge \orange{\boxed{ \fcolorbox{red}{blue}{ \: CarryOnLearning \: }}}\)

Answer:

It would be the first equation that has a higher initial start. (d = -50t + 70)

Step-by-step explanation:

This is because 70 is greater than 65. Assuming that the 65 is the distance, we can say that the first equation has a higher initial start, that of 70 miles from destination, while the second equation starts from 65 miles from destination.

The negative for the 50 and 60 is counting down the amount of miles until the destination is reached.

Answer:

  x = -6

Step-by-step explanation:

You want the x-coordinate of point X(x, 7) such that line WX is parallel to line UV when the points are U(1, -9), V(5, 7), W(-8, -1).

It works fairly nicely to graph the given points. This lets you see that line UV has a rise/run of 4/1. You can find the desired point by drawing a line through W with the same slope. It crosses the horizontal line y=7 at x = -6.

The point of interest is X(-6, 7), where x = -6.

The slope of UV is ...

  m = (y2 -y1)/(x2 -x1)

  m = (7 -(-9))/(5 -1) = 16/4 = 4

Then the point-slope equation of the line through W is ...

  y -k = m(x -h) . . . . . . line with slope m through point (h, k)

  y -(-1) = 4(x -(-8)

Solving for x gives ...

  (y +1)/4 -8 = x

  (7 +1)/4 -8 = x = -6 . . . . . . . for point (x, 7)

The x-coordinate of point X is -6.

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Answer:

metre squared (m²)

Step-by-step explanation:

metre×metre=metre squared (m²)