solve for x y=7x+5
y = 9x+4

Answer:

x = 3 and x = -12

Step-by-step explanation:

To solve an absolute value equation, you create two equations, one where the right side is negated and one where the right side isn't:

| 2x + 9 | = 15 becomes:

2x + 9 = 15 and 2x + 9 = -15

2x = 6 and 2x = -24

x = 3 and x = -12

Why this works is that |-x| and |x| will both be equal to 0. Remember that absolute value is the distance a number is away from 0.

The equation of a cosine function is given by y = A * cos(bx + c) + d, where A represents the amplitude, b is the frequency, c is the phase shift, and d is the vertical shift.

In this case, the period of the function is given as 1,080 degrees. The period of a cosine function is calculated as 360 degrees divided by the absolute value of the frequency. So, in this case, we can use the formula: 1,080 = 360 / |b|. To find the frequency, we need to solve this equation for b. Multiply both sides of the equation by |b| to isolate it on one side: |b| = 360 / 1,080. Simplifying further, we get |b| = 1 / 3. Since frequency cannot be negative, we take the positive value: b = 1 / 3. Therefore, the frequency of the transformed cosine function is 1/3. The frequency (b) of the transformed cosine function with a period of 1,080 degrees is 1/3. The frequency (b) of a cosine function determines the number of cycles that occur within a given period. In this case, the period is 1,080 degrees. To calculate the frequency, we can use the formula: period = 360 / |b|. Rearranging the equation to solve for |b|, we get |b| = 360 / period. Substituting the given period of 1,080 degrees, we find |b| = 360 / 1,080 = 1/3. Since frequency cannot be negative, we take the positive value, b = 1/3. This means that within a period of 1,080 degrees, the transformed cosine function completes one cycle every 3 degrees. This determines the rate at which the function oscillates and helps in understanding its behavior.

The frequency (b) of the transformed cosine function with a period of 1,080 degrees is 1/3. This frequency value indicates the number of cycles that the function completes within a period of 1,080 degrees.

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Answer:

4.

Step-by-step explanation:

Answer:

infinite solutions

Step-by-step explanation:

8(j-4)=2(4j-16)

Distribute

8j - 32 = 8j - 32

Subtract 8j from each side

8j-8j -32 = 8j-8j -32

-32 = -32

This is always true so there are infinite solutions

Answer:

All Real Numbers Are Solutions

Explanation:

8(j − 4) = 2(4j − 16)

[ Simplify both sides of the equation ]

8(j − 4) = 2(4j − 16)

(8)(j) + (8)(−4) = (2)(4j) + (2)(−16) (Distribute)

8j + −32 = 8j + −32

8j − 32 = 8j − 32

[ Subtract 8j from both sides ]

8j − 32 − 8j = 8j − 32 − 8j

−32 = −32

[ Add 32 to both sides ]

−32 + 32 = −32 + 32

0 = 0

Therefore, all real numbers are solutions.

a. The reasoning is incorrect because each vertex is shared by two sides of the hexagon. Counting each vertex twice would result in an overcount. Therefore, a hexagon has six vertices, not twelve.

b. The reasoning is incorrect because each angle of an octagon is formed by three sides, not two. It takes three sides to make an angle of the octagon. Therefore, an octagon has eight angles, not four.

a. A vertex is a point where two sides of a polygon meet. In a hexagon, each vertex is shared by two sides of the hexagon. Therefore, if we count each vertex twice (once for each of the two sides that meet at that vertex), we would end up counting each vertex twice. So, to count the number of vertices in a hexagon, we simply count the number of unique vertices, which is six.

b. An angle of a polygon is formed by two adjacent sides. In an octagon, each angle is formed by three sides (one side is shared by two adjacent angles). So, to count the number of angles in an octagon, we simply count the number of unique angles, which is eight. Therefore, the reasoning that an octagon has only four angles is incorrect.

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Answer:

this here is your answera good question

Answer: x = -1/6

Step-by-step explanation:

1. Subtract 9x from both sides.

3x = 9x + 1

3x-9x = 9x +1 - 9x

2. Simplify the expression.

3x-9x = 9x +1 - 9x

-6x = 1

3. Divide sides by the same factor.

-6x = 1

-6x/-6 = 1/-6

4. Simplify the expression. (again)

-6x/-6 = 1/-6

x = -1/6

Therefore, the solution is -1/6

To estimate the sample size required for estimating the proportion of college students who are working while going to school with a desired accuracy of 4% at a 90% confidence level, we can use the following formula:

n = (Z^2 * p * (1-p)) / (E^2)

where:

n is the sample size

Z is the Z-score corresponding to the desired confidence level (90% confidence level corresponds to a Z-score of 1.645)

p is the estimated proportion (or expected proportion) of the population

E is the desired margin of error

Given:

Desired accuracy (E): 4% or 0.04

Confidence level (Z-score): 1.645 (corresponding to 90% confidence level)

Estimated proportion (p): 0.40 (or 40%)

Plugging the values into the formula, we get:

n = (1.645^2 * 0.40 * (1-0.40)) / (0.04^2)

n = 0.1239 / 0.0016

n ≈ 77.4375

Rounding up to the nearest whole number, the estimated sample size required to achieve the desired accuracy is 78.

So, a sample size of at least 78 college students would be needed to estimate the proportion of college students who are working while going to school with a margin of error of 4% at a 90% confidence level, assuming an estimated proportion of 40%.

Answer:

When a triangle is enlarged using a scale factor of 1/2 and center (1,9), the resulting triangle will be similar to the original triangle. This means that the angles of the new triangle will be the same as the angles of the original triangle, but the lengths of the sides will be scaled down by a factor of 1/2.

For example, if triangle ABC has vertices at (0,0), (3,0), and (3,4), then the coordinates of the vertices of triangle A'B'C' would be (1,9), (1.5, 9), and (1.5, 9.2), respectively. The side lengths of triangle A'B'C' would be half the length of the corresponding sides of triangle ABC, but the angles would be the same.

It is important to note that the center of the enlargement, (1,9), will not be a vertex of triangle A'B'C'. Instead, it will be the point at which the enlargement is centered, and the resulting triangle will be positioned relative to this point.

Step-by-step explanation:

Answer:

x=15

Step-by-step explanation:

30°=5

60°=10

SO right angle 90°=15

There are 2 tablespoons in an ounce. So for 2 ounces, you will need 4 tablespoons, for 4 ounces 8 tablespoons, and so on.

A tablespoon is a unit of volume measurement in United States, and some other countries. It is equal to approximately 15 milliliters (0.51 fluid ounces). One tablespoon can be further divided into three teaspoons, meaning that one tablespoon is equal to three teaspoons.

In the United States, one tablespoon is equal to 0.5 ounce, which is equal to 14.3 grams. This is slightly different in the UK, where one tablespoon is equal to 0.6 ounces (which is equal to 17.7 grams). To convert tablespoons to ounces, you can use the following formula is 1 tablespoon = 0.5 ounces.

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Answer: <less than >greater than ≥ greater than or equal to ≤ less than or equal to

Step-by-step explanation:

The Progressives were a diverse group of people who held different beliefs and opinions, but many of them were committed to social justice and equality.

They recognized that segregation was a major problem in American society, and they worked to combat it through a variety of strategies.  

Some Progressives used their positions of power in government and the legal system to challenge segregation laws and practices. For example, Theodore Roosevelt, a Progressive president, appointed African Americans to federal positions and invited Booker T. Washington, a prominent African American leader, to dine at the White House.  

Other Progressives worked at the grassroots level, organizing protests, boycotts, and other forms of activism to challenge segregation in their communities. For example, the Niagara Movement, founded by African American intellectuals and activists, called for an end to segregation and discrimination.  

Despite their efforts, the Supreme Court decision in Plessy v. Ferguson in 1896 upheld the constitutionality of segregation, setting back the efforts of Progressives to combat segregation through the courts. However, Progressives and civil rights advocates continued to fight against segregation, eventually leading to the landmark Brown v. Board of Education decision in 1954, which declared segregation in public schools to be unconstitutional.

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Answer: -8 points

Step-by-step explanation: because he lost 50, and he originally had 42, a smaller number, the answer will go into the negatives.

42-50= -8, which is how you get the answer!

Answer:

-8

Step-by-step explanation:

42-50 is the same as 50-42, except the answer is negative

The second derivative test for a multivariable function is generally in a positive definite quadratic form.

In mathematics, the second partial derivative test is a method in multivariable calculus which used to determine if a critical point of a function is a local minimum, maximum or saddle point.

A partial derivative of a multivariable function is a derivative with regard to one variable with other variables adhered constant. It is used to describe the concepts of gradient, divergence, and curl in terms of partial derivatives.

The second derivative of a function is directly the derivative of the function's derivative. Let's consider, as an example, the function f(x) = x^3 + 2x^2.

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Answer:

The answer is B.

Answer:

d 20

Step-by-step explanation:

LM = (AB + CD)/2

4x + 3 = (x + 8 + 138)/2

8x + 6 = x + 8 + 138

7x = 140

x = 20

Answer:

870.497 ÷ 0.823=1.057 so to the nearest whole number it would be 1

Step-by-step explanation:

cause 0-4 numbers are rounded down

Let small cups = S

Large cups = L

They bought a total of 8 cups, so S + L = 8

Rewrite as S = 8-L (1st equation)

Then you also have

$3S + $5L = $30 (2nd equation)

Replace the S in the second equation with the first equation:

$3(8-L) + $5L = $30

Simplify:

24 - 3L + 5L = 30

Combine like terms:

24+2L = 30

Subtract 24 from both sides:

2L = 6

Divide both sides by 2:

L = 3

They bought 3 large cups

Since they bought a total of 8 cups, that means they bought 5 small cups ( 8-3=5)

Large = 3 cups, Small = 5 cups

Answer:

Step-by-step explanation:

i belive it would be 500 divided by 20m

Answer:

f=3

Step-by-step explanation:

2f+4=10

2f=6

f=3

Answer:

f=3

Step-by-step explanation:

2f +4 =10

2f =10 - 4

2f =6

f=6 :2

f=3

Answer:

45

Step-by-step explanation:

Answer:

45

Step-by-step explanation

Juan has just completed a 15 kilometer race in 20 minutes.  What was his average speed in kilometers per hour?

Solution

First, 15 kilometers is a distance, so

       d  =  15

Next, we are given 20 minutes and we are asked to present the speed in kilometers per hour rather than kilometers per minute.  We need to convert 20 minutes to hours.  Since there are 60 minutes per hour, we divide by 60 to find out how many hours it took

t  =  20 minutes / 60 minutes per hour =  1/3 hours

Now we can use the d=rt equation:

15  =  (r)(1/3)

If we multiply both sides

(3)(5)  =  (r)(1/3)(3)  or  r  =  45

Juan's average speed was 45 kilometers per hour.

The simplest form of fraction of the given terms is 43/40.

According to the statement

we have to find that the simplest form of the fraction by evaluating.

So, For this purpose, we know that the

A fraction is used to represent the portion/part of the whole thing. It represents the equal parts of the whole.

The given expression is

7/8+ 1/5

Now, to solve it take a LCM of it then

35+8/40

Now solve the term then the equation become

43/40.

Now, The simple form of the fraction become the 43/40.

So, The simplest form of fraction of the given terms is 43/40.

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Based on the information provided, it appears that Sammi did not make any mistakes in creating the tally chart. The information appears to be correctly recorded and organized.

To create a dot plot, Sammi would simply plot a dot above the appropriate number on the number line for each entry in the "hours" column and mark it the number of times specified in the corresponding entry in the "tally" column.

The answer was determined based on the information provided in the question, which was a 2-column table with 4 rows. The first column was labeled "hours" and had entries of 3, 4, 5, 6. The second column was labeled "tally" and had entries of 4, 6, 3, 5.

Given this information, it can be concluded that Sammi correctly recorded the hours and their respective tallies. Therefore, there is no mistake in the creation of the tally chart.

It is important to note that the question only asks about the creation of the tally chart and not the creation of the dot plot, so the answer is based solely on the information provided in the question and not any assumed knowledge or steps in creating a dot plot.

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Answer:

= x^3 + 5x^2 + 5x + 3

Step-by-step explanation:

Let's simplify: Step-by-Step.

x^3 + 5x^2 + 7x − 2x + 3

=x^3 + 5x^2 + 7x + − 2x + 3

Combine Like Terms:

=x^3 + 5x^2 + 7x + − 2x + 3

=(x^3) + (5x^2) + (7x + − 2x) + (3)

=x^3 + 5x^2 + 5x + 3

Answer:

=x^3 + 5x^2 + 5x + 3

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Answer:

(x³ + 5x² + 7x – 2) /(x+3)=(x^2+2x+1)-5/(x+3)

The integral, ∫ [ (9ˣ - eˣ )/3ˣ ] dx evaluate value is 3ˣ/ ln(3) - eˣ/3ˣ(1 - ln 3). So, the correct answer is option (c).

Integration is defined as the process of finding the area of the region under the curve. This is done by drawing as many small rectangles covering up the area and summing up all their areas. If d/dx(F(x) = f(x), then ∫ f(x) dx = F(x) + C, where C is integration constant and indefinite integrals. We have an integral, say , I = ∫ [ (9ˣ - eˣ )/3ˣ ] dx

and we have to determine its value.

I = ∫ [ (9ˣ - eˣ )/3ˣ ] dx

=> I = ∫ [ (9ˣ/3ˣ - eˣ/3ˣ ] dx

=> I = ∫ [ (3²ˣ/3ˣ - eˣ/3ˣ ] dx

=> I = ∫ [ (3²ˣ/3ˣ - eˣ/3ˣ ] dx

=> I = ∫ [ (3ˣ - eˣ/3ˣ ] dx

=> I = ∫ 3ˣ dx - ∫ eˣ3⁻ˣ dx

=> I = 3ˣ/ ln(3) - eˣ/3ˣ(1 - ln 3) + C

( since, ∫aˣ dx = aˣ/ln a)

where C --> integration constant

So, the required value is 3ˣ/ln(3)-eˣ/3ˣ(1 - ln 3).

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Complete question:

Find integral ∫ [ (9ˣ - eˣ )/3ˣ ] dx .

a) 3ˣ - eˣ/(1 - ln 3) + C

b) 9ˣ/2ln3 - eˣ/(3ˣ ln 3) + C

c) 3ˣ/ln3 - eˣ/3ˣ(1 - ln 3) + C

d) 3ˣ/ln3 - eˣ/3ˣ + C

If construction of many average quality homes began in an area that is known for having many high quality homes, it is likely that the overall property values of the homes in the neighborhood would decrease.

Explanation:

The presence of many high quality homes in a neighborhood tends to contribute to higher property values. These high quality homes often set a standard and attract buyers who are willing to pay a premium for the desirable location and quality of housing.

However, when a large number of average quality homes are constructed in the same area, it can lead to a dilution of the overall quality and desirability of the neighborhood. The increased supply of average quality homes may result in increased competition among sellers and a decreased demand from buyers who are seeking higher quality homes. As a result, property values in the neighborhood are likely to decrease.

Additionally, the introduction of average quality homes may also change the perception and reputation of the neighborhood. Buyers who were initially attracted to the area for its high quality homes may be less inclined to purchase in a neighborhood with a mixture of average and high quality homes, further impacting property values.

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