There are 17 marbles in a bag; some are red, some are blue. The number of red marbles is 3 less than 4 times the number of blue marbles. How many marbles are red? How many are blue? ​ WRITE AND SOLVE​ a system of linear equations to find how many red and blue marbles there are.

Set up equation

\( {x}^{2} - 2bx\)

Factor out an x

\(x(x - 2b)\)

Set x-2b=0

\(x - 2b = 0\)

\(x = 2b\)

So our zeroes are

\(0\)

\(2b\)

When we graph our parabola, our y intercept will be at (0,0) and (0,2b).

Our axis of symmetry will be at

\( {b}\) since we did -b/2a

Our extreme values for this function is a minimum value since our leading factor coefficient (1) is greater than zero.

so plug in b f

into the equation at the very top will give us our minimum.

\( {b}^{2} - 2b(b)\)

\( {b}^{2} - 2 {b}^{2} \)

\( - {b}^{2} \)

so our miniumum value is

\( - {b}^{2} \)

Answer:

1/6

Step-by-step explanation:

depends on how many people your giving it to to have an equal amount but i would say 1/6 because you can give 1/2 to 3 people.

THIS IS ONLY WHAT I THINK! WAIT FO RMORE RESPONSES IF NEEDED! THANK YOU.

Answer:

{7, 9}

(Numbers from 1 to 10 equal to or greater than 7 are 7 and 9)

Step-by-step explanation:

We have to find the set of whole number greater than and equal to 7 from 1 to 10,

Now, From 1 to 10, the odd numbers are, 1,3,5,7,9,

And of these, 7 and 9 are equal to or greater than 7

So, we get the set,

{7, 9}

The polynomial of degree 3 with zeros at x = 3, x = -4, and x = 5 is P(x) = x^3 - 4x^2 - 17x + 60.  

To construct a polynomial of degree 3 with zeros at x = 3, x = -4, and x = 5, we can use the fact that the polynomial can be written as a product of linear factors corresponding to each zero.

The factor corresponding to x = 3 is (x - 3).

The factor corresponding to x = -4 is (x + 4).

The factor corresponding to x = 5 is (x - 5).

To obtain the polynomial, we multiply these factors together:

P(x) = (x - 3)(x + 4)(x - 5)

Expanding this expression gives us:

\(P(x) = (x^2 - 3x + 4x - 12)(x - 5)\)

\(= (x^2 + x - 12)(x - 5)\)

\(= x^3 - 5x^2 + x^2 - 5x - 12x + 60\)

\(= x^3 - 4x^2 - 17x + 60\).

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The method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

In order to enhance strong number sense in children, there are various methods that can be used.

In the given scenario, Mme Potatana asked the children to count as a whole class from 1 to 20 while Ntate Mafodi asked the children in his class to count seeds from the school's ground in a pile by touching each as they count.

Both methods have their own benefits, but the method of counting seeds by touching each can be more effective in enhancing strong number sense in children.

The method of counting seeds by touching each can be more effective in enhancing strong number sense in children because it allows them to experience each number physically.

This helps them in developing a strong sense of numbers. By touching each seed as they count, children can feel and see each number, which helps them in understanding numbers better. Additionally, it helps in developing the concept of one-to-one correspondence and counting by rote.

Here are some appropriate examples for enhancing strong number sense using the method of counting seeds by touching each:

1. Use counters: Provide children with counters such as small objects, blocks, or toys. Ask them to count the number of counters by touching each as they count.

2. Counting on fingers: Encourage children to count on their fingers. This helps them in developing a strong sense of numbers and helps them in understanding the concept of one-to-one correspondence.

3. Counting objects in a pile: Ask children to count objects in a pile by touching each as they count. This helps in developing the concept of counting by rote and helps in enhancing strong number sense.

Overall, the method of counting seeds by touching each can be more effective in enhancing strong number sense in children as it allows them to experience each number physically and helps them in developing a strong sense of numbers.

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Answer:

  c.  71°

Step-by-step explanation:

You have isosceles triangle XYZ with a.pex angle Y = 38°. You want to know the measure of angle Z.

The base angles of the triangle are X and Z, which are congruent. The sum of all angles is 180°:

  X +Y +Z = 180°

  2Z +38° = 180° . . . . . . substitute for X and Y

  2Z = 142° . . . . . . . . . subtract 38°

  Z = 71° . . . . . . . . . . divide by 2

The measure of angle Z is 71°.

Answer:

Step-by-step explanation:

A driver spent 45minutes to cover a distance of 120km

Convert minutes to hour

Use the distance equation

Find the speed

Substitute the distance and time value and find the value of speed

,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Answer:

......................

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

in perimeter you have to add all the sides but rectabgless all have the same size so 5 x 4 since rectangle has 4 sides equls 20 so 20 is the answer

Step-by-step explanation:

Given

(-7) + ( -8)

= -7 - 8

= -15

Hope it helps :)

Answer: 43.75 miles per day.

Step-by-step explanation: All you have to do is divide 350 by 8, when you divide you basically just split the number evenly 8 times, which is what 350 divided by 8 is. He will have to drive 43.75 miles a day.

Answer:

399

Step-by-step explanation:

To solve this problem, we need to use Charles's law, which states that, at constant pressure, the volume of a sample of gas is directly proportional to its temperature.

The law can be expressed mathematically as:

\(\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{ \frac{V_1}{T_1}=\frac{V_2}{T_2} } \end{gathered}$} }\)

Where:

Now we obtain the data to continue solving:

Now, we will convert the temperatures to Kelvin:

\(\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{T_1=220 \ ^{\circ}C+273=493 \ Kelvin} \end{gathered}$} }\)

\(\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{T_2=40 \ ^{\circ}C+273= 313 \ Kelvin} \end{gathered}$} }\)

Now we solve for V₂:

\(\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_2=\frac{V_1T_2}{T_1 } } \end{gathered}$} }\)

Where:

Now, we substitute the values in the formula:

\(\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_2=\frac{(0.5 \ L\times313\not{k} )}{493\not{k} } } \end{gathered}$} }\)

\(\boxed{\boxed{\large\displaystyle\text{$\begin{gathered}\sf \bf{V_2\approx0.32 \ Liters } \end{gathered}$} }}\)

The complete square form of - 3x² + 33 = 48x is [x + 8]² = 75

To do this, we add and subtract a constant term to the quadratic expression to make it a perfect square.

In this case, we use the formula x² + 2bx + b² = (x + b)² to rewrite the quadratic expression as a perfect square trinomial, and then we solved for the variable by isolating the squared term and taking the square root.

Here we have

- 3x² + 33 = 48x

Keep 'x' terms on one side and constant terms sides on another side

=> - 3x² - 48x = - 33

Divide by - 3 on both sides

=> -3(x² + 4x)/3 = - 33/3  

=> x² + 16x = 11      

Take half of the 'x' term and square it and add on both sides

=> x² + 2(8x) (x) + (8)² = 11 + (8)²  

Which is in the form of x² + 2bx + b² = (x + b)²

=> [x + 8]² = 75

Therefore,

The complete square form of - 3x² + 33 = 48x is [x + 8]² = 75

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0.105 is equivalent to the fraction 21/200 in lowest terms.

What is fraction?

A fraction is a number that represents a part of a whole. Suppose a number has to be divided into four parts, then it is represented as x/4. So the fraction here, x/4, defines 1/4th of the number x.

To convert a decimal to a fraction, we need to write the digits after the decimal point as the numerator and the place value of the last digit as the denominator. In this case, the last digit is 5, which is in the hundredths place (two places to the right of the decimal point).

Therefore, we can write:

0.105 = 105/1000

However, we can simplify this fraction by dividing both the numerator and denominator by their greatest common factor, which is 5:

105/1000 = (105 ÷ 5)/(1000 ÷ 5) = 21/200

Therefore, 0.105 is equivalent to the fraction 21/200 in lowest terms.

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Answer:

201 is the answer of 62.7÷3=200.9^

Answer:

20.9 inches

Step-by-step explanation:

62.7 ≈ 63

63 / 3 = 21

21 is our estimate

Now for the real answer...

62.7 / 3 ≈ 20.9

20.9 is close to 21.

Answer:

Step-by-step explanation:

To find the equation of a line that is perpendicular to a given line and passes through a specific point, we need to follow a few steps:

Find the slope of the provided line.

The point-slope form of a line is given by: y - y1 = m(x - x1), where (x1, y1) represents the given point.

Substituting the values, the equation of the perpendicular line becomes:

y - 5 = (-1/m)(x - 2)

Simplifying the equation further, we can rewrite it in point-slope form:

y - 5 = (-1/m)x + (2/m)

Answer:

They are collinear if they are on the same line

Could you send me the graph?

Answer:

50.75

Step-by-step explanation:

We have:

\(E[g(x)] = \int\limits^{\infty}_{-\infty} {g(x)f(x)} \, dx \\\\= \int\limits^{1}_{-\infty} {g(x)(0)} \, dx+\int\limits^{6}_{1} {g(x)\frac{2}{x} } \, dx+\int\limits^{\infty}_{6} {g(x)(0)} \, dx\\\\= \int\limits^{6}_{1} {g(x)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {(4x+3)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {(4x)\frac{2}{x} } \, dx + \int\limits^{6}_{1} {(3)\frac{2}{x} } \, dx\\\\=\int\limits^{6}_{1} {8} \, dx + \int\limits^{6}_{1} {\frac{6}{x} } \, dx\\\\\)

\(=8\int\limits^{6}_{1} \, dx + 6\int\limits^{6}_{1} {\frac{1}{x} } \, dx\\\\= 8[x]^{^6}_{_1} + 6 [ln(x)]^{^6}_{_1}\\\\= 8[6-1] + 6[ln(6) - ln(1)]\\\\= 8(5) + 6(ln(6))\\\\= 40 + 10.75\\\\= 50.74\)

Answer:

x = 4

Step-by-step explanation:

(5-x) / (3/4x) = 1/3

multiply  both sides by 3/4 x

5-x  = 3/12 x    add 'x' to both sides of the equation

5 = 15/12 x       multiply both sides by 12/15

4 = x

Answer:

Area of annulus is 40.85cm² to 2d.p

Step-by-step explanation:

Area of shaded part=Area of bigger circle -Area of smaler circle

Area of annulus= πR²- πr²= π(R²-r²)

A=3.142(7²-6²)

A=3.142(49-36)

A=3.142×13

A=40.846cm²

A=40.85cm² to 2d.p

The equation that could be used to represent this situation, where x is the course fee and R(x) is the total revenue, is: R(x) = 250000 + 375x - 2.5x²

Equations are mathematical statements with two algebraic expressionsοn either sideοf an equals (=) sign. It illustrates the equality between the expressions writtenοn the left and right sides. To determine the valueοf a variable representing an unknown quantity, equations can be solved. A statement is not an equation if there is no "equal to" symbol in it. It will be regarded as an expression.

N(x) = 625 + 2.5x

The revenue R(x) will be the productοf the numberοf students enrolled and the fee charged per student. The fee charged per student will be (400 - x) dollars. So, the revenue function can be represented as:

R(x) = (625 + 2.5x)(400 - x)

Simplifying the expression, we get:

R(x) = 250000 + 375x - 2.5x²

Therefore, the equation that could be used to represent this situation, where x is the course fee and R(x) is the total revenue, is:

R(x) = 250000 + 375x - 2.5x²

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68% of states have an infant mortality rate between 5.36 and 8.60 percent.

In statistics, the 68–95–99.7 rule, also known as the empirical rule, is a shorthand used to remember the percentage of values that lie within an interval estimate in a normal distribution: 68%, 95%, and 99.7% of the values lie within one, two, and three standard deviations of the mean, respectively.

In this problem, we have that:

Assuming that the distribution is normal, what percentage of states have an infant mortality rate between 5.36 and 8.60 percent (per 1,000 live births)?

\(\sf 5.36 = 6.98 - 1\times1.62\)

So, 5.36 is one standard deviation below the mean.

\(\sf 8.60 = 6.98 + 1\times1.62\)

So 8.60 is one standard deviation above the mean.

Therefore, by the Empirical Rule, 68% of states have an infant mortality rate between 5.36 and 8.60 percent.

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Answer: 14,605 pieces.

Step-by-step explanation:

In the second quarter, the company produced 795 pieces more than in the first quarter.

So, the total pieces produced in the second quarter can be calculated as:

6905 + 795 = 7700

The total pieces produced in the first semester (two quarters) can be calculated as:

6905 + 7700 = 14,605

Therefore, the company produced 14,605 pieces in the first semester.

The number of pieces the company produced in the first semester was 14,605 pieces.

The question asks to calculate how many pieces a company produced in the first semester, considering the production of two quarters.

In the first quarter, the company produced 6,905 pieces, as indicated in the question.

Already in the second quarter, the company produced 795 more pieces than in the first quarter, which means that the production in the second quarter was:

6,905 + 795 = 7,700 pieces.

To know the company's total production in the first semester, just add the productions of the two quarters:

6,905 + 7,700 = 14,605 pieces

Answer:

the awnser is 250 i took the test and got it correct

Step-by-step explanation:

Answer:

300÷1.20

Step-by-step explanation:

This set {σ ∈ S4 : σ(1) = 3} contains the following elements of S4: (13), (23), (34), (24), (14), (12)(34), (13)(24), (14)(23) and  {σ ∈ S4 : σ(2) = 2} this set contains the following elements of S4: (12), (21), (13)(24), (24)(13).

The group S4 is the symmetric group on 4 elements and has 24 elements. We can list all of its subgroups as follows:

Now, let's consider the sets (a) and (b) and see if they are subgroups of S4:

(a) {σ ∈ S4 : σ(1) = 3}

This set contains the following elements of S4: (13), (23), (34), (24), (14), (12)(34), (13)(24), (14)(23). We can check that this set is not a subgroup of S4 because it is not closed under composition. For example, (13)(14) = (134) is not in the set.

(b) {σ ∈ S4 : σ(2) = 2}

This set contains the following elements of S4: (12), (21), (13)(24), (24)(13). We can check that this set is a subgroup of S4. It is closed under composition, inverses, and contains the identity element e. Therefore, it is a subgroup of S4 and is isomorphic to the cyclic group of order 2.

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