Simplify and write your answer in scientific
notation.
(3 X 10^6)^3

The amount of money when she worked one week she worked 36 regular hours plus 8 holiday hours will be $760.24.

The analysis of mathematical representations is algebra, and the handling of those symbols is logic.

PEMDAS rule means the Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This rule is used to solve the equation in a proper and correct manner.

Rita is a nurse her regular rate is $14.62 per hour. She is paid double-time (two times the hourly rate) for holidays.

Then the amount of money when she worked one week she worked 36 regular hours plus 8 holiday hours will be

⇒ $14.62 x 36 + $14.62 x 2 x 8

⇒ $526.32 + $233.92

⇒ $760.24

The amount of money when she worked one week she worked 36 regular hours plus 8 holiday hours will be $760.24.

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Answer:

y = 10.5x - 8.25

Step-by-step explanation:

m = (44.25 - 12.75)/(5 - 2) = 10.5

y = mx + b

y = 10.5x + b

12.75 = 10.5 × 2 + b

b = -8.25

y = 10.5x - 8.25

Answer:

trail mix costs 1.00 per pound

jelly beans costs 3.50 per pound

Step-by-step explanation:

t = cost of trail mix

b = cost of jelly beans

3t+8b = 31

5t+2b = 12

Multiply the second equation by -4

-4(5t+2b = 12)

-20t+-8b = -48

Add this to the first equation

3t+8b = 31

-20t+-8b = -48

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

-17t = -17

Divide by -17

t = 1

Now we can find b

3t+8b = 21

3(1) +8b = 31

3+8b =31

Subtract 3

8b = 31-3

8b = 28

Divide by 8

b = 28/8

b = 7/3

b = 3.50

Let trail mix be x and jelly beans be y

The equations are

Multiplying (1) by 1 and (2) by 4

Subtracting

\(\\ \sf\longmapsto -17x=-17\)

\(\\ \sf\longmapsto x=1\)

Putting in eq(2)

\(\\ \sf\longmapsto 5(1)+2y=12\)

\(\\ \sf\longmapsto 2y=7\)

\(\\ \sf\longmapsto y=7/2\)

Answer:

y = - \(\frac{2}{3}\) x - 3

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

Calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (0, - 3) and (x₂, y₂ ) = (- 4.5, 0 ) ← coordinates of intercepts

m = \(\frac{0-(-3)}{-4.5-0}\) = \(\frac{0+3}{-4.5-0}\) = \(\frac{3}{-4.5}\) = - \(\frac{2}{3}\)

The line crosses the y- axis at (0, - 3 ) ⇒ c = - 3

y = - \(\frac{2}{3}\) x - 3 ← equation of line

The correct option D: the origin, has the symmetry of the volume of sphere for the graph of the function rule.

For the stated question.

The volume of the sphere is modeled by the power function with respect to the radius as;

V = f(r) = 4/3πr³

As, r is independent of any of the coordinate axis.

Thus, the function rule's graph, which describes the volume of the sphere, is symmetric with regard to the origin.

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The characteristic of the repeating shapes in a tessellation is that shapes cannot have spaces between them.

When we talk about tessellation, our minds go to a situation in which many shapes especially polygons are packed together without spaces between them.

Thus, the characteristic of the repeating shapes in a tessellation is that shapes cannot have spaces between them.

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The quantities in the two columns cannot be compared due to the absence of specific point values. D.

The given question presents two columns, Column A and Column B, representing the slopes of lines through different sets of points.

The actual points themselves are not provided in the question.

Without the specific point values, it is not possible to determine the slope values or compare the quantities in Column A and Column B.

The slope of a line is determined by the change in the y-coordinate divided by the change in the x-coordinate between two points.

Since the coordinates of the points are missing, it is impossible to calculate the slopes accurately or make any comparison between the quantities in Column A and Column B.

Without the points, it is not possible to determine the slopes or establish any relationship between the quantities in Column A and Column B.

To draw any conclusions or comparisons, the coordinates of the points through which the lines pass are crucial.

Without that information, we lack the necessary data to assess the slopes and make any meaningful comparison.

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The domain is:

D: {-4, 5, 6, 8}

The range is:

R: {-4, 3, 5}

And yes, the relation is a function.

For a relation that maps elements x into elements y (in the form (x, y)), we define the domain as the set of the inputs (values of x) and the range as the set of the outputs (values of y).

Here our relation is defined by: {(6,3), (8,5), (-4,-4), (5,5)}

The domain is the set of the first values of each pair, so we have:

D: {-4, 5, 6, 8}

The range is the set of the second values of each pair:

R: {-4, 3, 5}

Now, is this a function?

Yes, it is a function, because each input is mapped into only one output.

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Answer:

i think its 3 im not sure

Step-by-step explanation:

Answer:

x = -1

Step-by-step explanation:

Given equation,

→ 4x + 5(7x - 3) = 9(x - 5)

Now the value of x will be,

→ 4x + 5(7x - 3) = 9(x - 5)

→ 4x + 35x - 15 = 9x - 45

→ 39x - 15 = 9x - 45

→ 39x - 9x = -45 + 15

→ 30x = -30

→ x = -30/30

→ [ x = -1 ]

Hence, the value of x is -1.

The algorithm/abstract strategy to justify the fraction 3/5 involves interpreting it as a division, performing the division, and obtaining the decimal representation as the results.

To justify the fraction 3/5, we can use the concept of division and understand it as a ratio or proportion.

Algorithm/Abstract Strategy:

Start with the numerator, which is 3.

Identify the denominator, which is 5.

Interpret the fraction as a ratio or comparison between the numerator and denominator.

Understand that 3/5 represents a division where the numerator (3) is divided by the denominator (5).

Perform the division: 3 ÷ 5.

Simplify the division to its simplest form, if necessary.

The result of the division, in this case, is the decimal representation of the fraction.

If required, convert the decimal representation to a percentage or any other desired form.

For example, if we perform the division 3 ÷ 5, the result is 0.6.

So, 3/5 can be justified as the ratio or proportion where the numerator (3) is divided by the denominator (5) resulting in 0.6.

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answer:

1) 271

2) 151

3) 169

4) 62

5) 90

\(\large\underline{\sf{Solution-}}\)

Given:

\( \sf \longmapsto x + \dfrac{1}{9x} = 1\)

Multiplying both sides by 3, we get:

\( \sf \longmapsto 3 \bigg(x + \dfrac{1}{9x} \bigg) = 3 \times 1\)

\( \sf \longmapsto 3x + \dfrac{1}{3x} = 3\)

Cubing on both sides, we get:

\( \sf \longmapsto \bigg(3x + \dfrac{1}{3x} \bigg)^{3} = {3}^{3} \)

\( \sf \longmapsto {(3x)}^{3} + \bigg(\dfrac{1}{3x} \bigg)^{3} + \bigg(3 \times {(3x)}^{2} \times \dfrac{1}{3x} \bigg) + \bigg(3 \times 3x\times \bigg( \dfrac{1}{3x} \bigg)^{2} \bigg) = {3}^{3} \)

\( \sf \longmapsto 27{x}^{3} + \dfrac{1}{27x^{3}} + 9x + \dfrac{1}{x} = {3}^{3} \)

\( \sf \longmapsto 27{x}^{3} + \dfrac{1}{27x^{3}} + 9 \bigg(x + \dfrac{1}{9x} \bigg) = 27\)

As we know that:

\( \sf ,\red\longmapsto x + \dfrac{1}{9x} = 1\)

We get:

\( \sf \longmapsto 27{x}^{3} + \dfrac{1}{27x^{3}} + 9 \times 1 = 27\)

\( \sf \longmapsto 27{x}^{3} + \dfrac{1}{27x^{3}} + 9 = 27\)

\( \sf \longmapsto 27{x}^{3} + \dfrac{1}{27x^{3}} = 18 \: Ans.\)

Answer:

0.5 (any number between 0 and 1)

Step-by-step explanation:

34 * 0.5 = 17

34 > 17 > 0

The standard form of the equation of the line passing through (8,-3) that is parallel to the line 3y=4x+8 is 4x - 3y = 41

The equation of the line in standard form can be represented as follows:

Ax + By = C

where

Therefore, the standard form of the equation of the line through (8,-3) that is parallel to the line 3y = 4x + 8 is a s follows;

Parallel lines have the same slope.

Hence,

3y = 4x + 8

y = 4  / 3 x + 8 / 3

The slope of the line is 4 / 3. Hence, the line passes through (8, -3). let's find the y-intercept.

y = 4 / 3 x + b

-3 = 4 / 3 (8) + b

b = -3 - 32 / 3

b =  -9 - 32/ 3

b = -41 / 3

Hence,

y = 4 / 3 x - 41 / 3

multiply through by 3

3y = 4x - 41

Therefore, the standard form is 4x - 3y = 41

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Answer:

1. 456.75 4567.5

2. 0.98 0.098

3. 2.4

4. 12,300

5. 809.200

6. 0.13

7. 42,608

8. 18

9. 280

10. 23

11. 950

12. 0.26

13. 9,500

14. 6.4

15. 280 3.06 0.2

16. 0.086 8,620 3.624

Answer:

The growth model that represents the population of this city is not linear--it is exponential:

\(f(t) = 10000( {1.025}^{t} )\)

\(t = 0 \: represents \: 2010\)

Answer:

-5772

Step-by-step explanation:

294-6066=-5772

Answer:

The answer would be 2,772

Step-by-step explanation:

6,066 - 294 = 2,272

I hope that helps!!:)

The Significantly low test score is 12.1 and significantly high score value is 31.7.

The standard score is the number of standard deviations by which the value of a raw score is above or below the mean value of what is being observed or measured.

Here,  we are dealing with z scores, then the distribution is a normal distribution. The formula for determining the z score is expressed as

                                       z = (x - µ)/σ

Where, x = sample mean,  µ = population mean  σ = standard deviation

From the information given,

µ = 21.9

σ = 4.9

For significantly low values, z = - 2

Therefore,

- 2 = (x - 21.9)/4.9

- 2 × 4.9 = x - 21.9

- 9.8 = x - 21.9

x = - 9.8 + 21.9

x = 12.1

Significantly low test score = 12.1

For significantly high values, z = 2

Therefore,

2 = (x - 21.9)/4.9

2 × 4.9 = x - 21.9

9.8 = x - 21.9

x = 9.8 + 21.9

x = 31.7

Thus, the Significantly low test score is 12.1 and significantly high score value is 31.7.

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The correct value of the given function is (E) g⁻¹(-3) = 3.

So, g⁻¹(-3):

Then, g(x)·x = (-1)(-3) = 3

Therefore, the correct value of the given function is (E) g⁻¹(-3) = 3.

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Answer:

D.

Step-by-step explanation:

D. x = −3

Letter d is the answer

The principle of "Caring about the development of students' mathematical proficiency" is a vital component of the teaching process.

As a teacher, you must be concerned about your student's growth in mathematics to support their success in the subject. The main points of this principle are as follows:

1. Supporting Students: The teacher must strive to provide effective support for each student's learning, based on their needs.

2. Encouraging Students: The teacher should encourage students to improve their proficiency in mathematics and support their learning by providing suitable opportunities for them.

3. Problem-Solving Skills: Teachers must help students develop problem-solving skills to tackle challenging mathematical problems.

4. Feedback and Assessment: The teacher must provide timely feedback and assessment to support the student's growth in mathematics. This feedback should be constructive and should aid in the student's development of mathematical proficiency.

5. Encouraging Student Reflection: The teacher should encourage students to reflect on their learning experiences to recognize areas where they need more support. The development of a student's mathematical proficiency should be the focus of a teacher's teaching, learning, and assessment practices.

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the correct answer is negitive one hundred eighty (-180)

Answer:

c hope this helps

Step-by-step explanation:

The solution set of f(x) > 0 is x ∈ (-2, 8).

To find the solution set of f(x) > 0, we need to first determine the critical values of x where f(x) changes sign.

Let's start by finding the domain of the function:

x² - 6x - 16 ≠ 0

We can solve for x by using the quadratic formula:

x = [6 ± √(6² + 4(16))]/2 = [6 ± √52]/2 = 3 ± √13

So the domain of f(x) is (-∞, 3 - √13) U (3 + √13, ∞).

Now let's factor the numerator and denominator of f(x):

f(x) = (x + 10)/[(x - 8)(x + 2)]

The critical points occur where the numerator or denominator of f(x) changes sign.

The numerator changes sign at x = -10, and the denominator changes sign at x = -2 and x = 8.

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Answer:

5.625

Step-by-step explanation:

1.) Add the strawberries and blueberries together

2.) Subtract 1.37

3.) Divide by 2

Answer:

y=-0.5x-1

Step-by-step explanation:

To complete the equation, we need the y intercept. The y intercept is at x=0, y=-1

The equation of the line is y = -0.5x - 1.

The slope of the line is defined as the angle of the line. It is denoted by m

Slope m = (y₂ - y₁)/(x₂ -x₁ )

Consider two points on a line—Point 1 and Point 2. Point 1 has coordinates (x₁,y₁) and Point 2 has coordinates (x₂, y₂)

Given,

To determine the equation, we need the y intercept. The y intercept is at x = 0, y = -1

The line passes through the points (0, -1) and (4, -3)

Let

x₁ = 0 y₁ = -1

x₂ = 4, y₂ = -3

∵ Slope m = (y₂ - y₁)/(x₂ -x₁  )

Substitute values in the formula

m = (-3-(-1))/(4-0)

m = (-3+1)/(4)

m = -2/4

m = -1/2

Let the line  (y - y₂) = m(x -x₂ )

Substitute the values in the equation,

So, y-(-3) = -1/2(x-4)

y + 3 = -1/2x +2

y = -0.5x + 2 - 3

y = -0.5x - 1

The equation of the line is y = -0.5x - 1.

Thus, the missing number is - 1.

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Answer:

234

Step-by-step explanation:

Man I don't know

Based on the above, the angle that is said to be a part of a linear pair and part of a vertical pair is Angle EFA.

If two angles is said to create a linear pair, the angles are then regarded as supplementary and it is said that their measures often add up to 180°.

Note that Vertical angles are said to be pair of nonadjacent angles created by the crossing or the intersection of any two straight lines.

Since vertical angles are seen if "X" created by two straight lines then when you look at the image attached, you can see that the angle that can from this is Angle EFA.

Therefore, Based on the above, the angle that is said to be a part of a linear pair and part of a vertical pair is Angle EFA.

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