Two types of alien live on the planet Starlight: Zoomas have 3 eyes
and 2 legs and Popsies have 4 eyes and 5 legs. How many of each
type of alien might there be if there are 38 eyes and 37 legs?

1. The values which the given number sentences true are:

a) 11 b) 5 c) 36

2. After substituting the value of  x we get the value for y as :

a) 6 b) 0 c) 7 d) 15

3. The number sentences are :

a) x ₋ y = 25

b) 5 × p = q ÷ 2

c) 2y ₋ 14 = 6

d) 15 × 4 = 4 ₋ (x₊y)

Given in the first bit we need to find the variables:

a) h ₊ 8 = 19

arrange the constants on one side.

h = 19 ₋ 8

h = 11

b) 2p ₋ 6 = 4

arrange the constants on one side.

2p = 4 ₊ 6

2p = 10

p = 10/2

p = 5

c) 1/3 y = 12

cross multiply.

y = 36

Now in the second exercise we are asked to substitute the x value and get the value of y.

a) y = 3x ₊ 2 if x =8

substitute x value in the equation.

y = 3(8) ₊ 2

y = 24 ₊ 2

y = 26

b) y = 4x ₋ 1 if  x = 1/4

y = 4(1/4) ₋ 1

y = 1 ₋ 1

y = 0

c) y = 0.2x ₊ 5 if x = 10

y = 0.2(10) ₊ 5

y = 2 ₊ 5

y = 7

d) y = 10x ₊ 12 if x = 0.3

y = 10(0.3) ₊ 12

y = 3 ₊ 12

y = 15

In the last third bit we need to frame equations for the given word problems.

a) The difference between two numbers is 25.

let the two numbers be x and y.

x ₋ y = 25.

b) The product of 5 and p is equal to quotient of q and 2.

5 × p = q ÷ 2

c) The difference between 14 and 2y is equal to 6.

2y ₋ 14 = 6

d) The product of 15 and 4 is equal to four less than the sum of x and y.

15 × 4 = 4 ₋ (x₊y)

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Answer:the slope is 5

Step-by-step explanation: your slope is always next to your x remember the formula mx+b=y in this case m = slope and b=y intercept so 5 is your slope :)

Answer:

b,e

Step-by-step explanation:

40*50=2000 sqft vegetables

40*30/2=600 sqft flowers

The unknown angle measure based on the information is 35⁰.

An angle is a geometric figure formed by two rays (or lines) that share a common endpoint called the vertex. The rays are typically represented as line segments with the vertex at their endpoint, and the angle is measured in degrees or radians based on the amount of rotation between the two rays.

Angles are commonly denoted using the vertex as the center point and a letter at each end of the rays, for example, angle ABC, where B is the vertex and A and C are the endpoints of the two rays forming the angle.

Since the angles on a triangle are 80°, x, and 65°, the value of the unknown angle will be:

= 180 - (65 + 80)

= 35°

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The angles on a triangle are 80°, x, and 65°. What is the value of the unknown angle?

Answer: 44

Step-by-step explanation:

(√99 - √11)²

simplify the expression

(3√11 - √11)^2

collect like terms

(2√11)^2

use the properties of exponents

4 x 11

answer: 44

The feasible region is (3.42, 4.29) and the extreme point is (3.42, 4.29)

For part (b), the feasible region is also (3.42, 4.29) and the extreme point is also (3.42, 4.29)

From the question, we have the following parameters that can be used in our computation:

A + 2B ≤ 12

5A + 3B ≤ 30

A, B ≥ 0

Multiply the first by 5

5A + 10B ≤ 60

5A + 3B ≤ 30

Subtract the inequalities

7B ≤ 30

Divide by 7

B ≤ 4.29

The value of A is calculated as

A + 2 * 4.29 ≤ 12

Evaluate

A ≤ 3.42

So, the feasible region is (3.42, 4.29)

In this case, the extreme point is also the feasible region

Here, we have

A + 2B ≤ 12

5A + 3B ≤ 30

A, B ≥ 0

This is the same as the expressions in (a)

This means that the solutions would be the same

So, the extreme point is also the feasible region

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At the end of the passage, the author suggested that it would be ideal if the: (B) concerns and opinions of the Lees family and the American doctors could be merged.

This passage was extracted from the preface to a book written by an American journalist in 1997. It comprised of detailed information on the disagreement which existed between doctors and family members (Lees family) about a child’s medical treatment at a hospital located in California.

At the end of this passage, the author opined that he imagined what the tape would sound like if he could splice the voices of the aggrieved Lees family and those of the American doctors on a single tape, and hear them speak a common language.

An inference can be defined as a process through which a reader can deduce the meaning or message (information) that is associated with an author's literary work, especially through induction.

Based on the information at the end of this passage, we can infer and logically deduce that the author suggested that it would be ideal if the concerns and opinions of the Lees family and the American doctors could be heard and as such resolved quickly.

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Complete Passage:

Under my desk I keep a large carton of cassette tapes. Though they have all been transcribed, I still like to listen to them from time to time. Some are quiet and easily understood. They are filled with the voices of American doctors, interrupted occasion- 5 ally by the clink of a coffee cup or beep of a pager. The  rest — more than half of them — are very noisy. They are filled with the voices of the Lees family, Hmong refugees from Laos who came to the United States in 1980. Against a background of babies crying, children playing, doors 10 slamming, dishes clattering, a television yammering, and an air conditioner wheezing, I can hear the mother’s voice, by turns breathy, nasal, gargly, or humlike as it slides up and down the Hmong language’s eight tones; the father’s voice, louder, slower, more vehement; and my interpreter’s voice, 15 mediating in Hmong and English, low and deferential in each. The hubbub summons sense-memories:  the coolness of the red metal folding chair, reserved for guests, that was always set up when I arrived in the apartment; the shadows cast by the amulet that hung from the ceiling and swung in 20 the breeze on its length of grocer’s twine; the tastes of Hmong food. I sat on the Lees’ red chair for the first time on  May 19, 1988. Earlier that spring I had come to Merced, California, because I had heard that there were some 25 misunderstandings at the county hospital between its Hmong patients and medical staff. One doctor called them “collisions,” which made it sound as if two different kinds of people had rammed into each other, head on, to the accompaniment of squealing brakes and breaking glass.30 As it turned out, the encounters were messy but rarely frontal. Both sides were wounded, but neither side seemed to know what had hit it or how to avoid another crash. I have always felt that the action most worth watching occurs not at the center of things but where edges meet.35 I like shorelines, weather fronts, international borders. These places have interesting frictions and incongruities, and often, if you stand at the point of tangency, you can  see both sides better than if you were in the middle of either one. This is especially true when the apposition is cultural.40 When I first came to Merced, I hoped that the culture of American medicine, about which I knew a little, and the culture of the Hmong, about which I knew nothing, would somehow illuminate each other if I could position myself between the two and manage not to get caught in the cross- 45 fire. But after getting to know the Lees family and their daughter’s doctors and realizing how hard it was to blame anyone, I stopped analyzing the situation in such linear  terms. Now, when I play the tapes late at night, I imagine what they would sound like if I could splice them together, 50 so the voices of the Hmong and those of the American doctors could be heard on a single tape, speaking a common language.

The area of the triangle is:

Area = 1/2 * |AB x AC| = 1/2 * |48k| = 24 square units.

Let A = (-4, -2), B = (2, 0), and C = (-2, 6) be the vertices of the triangle. Then the vectors AB and AC are:

AB = B - A = (2, 0) - (-4, -2) = (6, 2)

AC = C - A = (-2, 6) - (-4, -2) = (2, 8)

The area of the triangle is half the magnitude of the cross product of AB and AC:

Area = 1/2 * |AB x AC|

We can find the cross product by taking the determinant of the following matrix:

| \(i\) j k |

| 6 2 0 |

| 2 8 0 |

Expanding the determinant along the first row, we get:

| \(i\) j k |

|6 2 0 |

|2 8 0 |

= \(i\) * (20 - 80) - j * (60 - 20) + k * (68 - 22)

= 48k

Therefore, the area of the triangle is:

Area = 1/2 * |AB x AC| = 1/2 * |48k| = 24 square units.

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Answer:

80+16h≥256

Step-by-step explanation:

the 80 represents the $80 that Corinna already has

the 16h represents the amount of money made at the museum, with h being the number of hours worked

the inequality symbol is a greater than or equal sign because Corinna must have at least $256 to get the plane ticket, which means you either have to have the exact amount amount or more than the exact amount needed

The value of b² is 125.44 units since b equals 11.2 units when c equals 13 units and an equals 6.6 units.

The Pythagorean theorem is a mathematical theorem that asserts that the square of the length of the hypotenuse (the side opposite the right angle) in a right-angled triangle is equal to the sum of the squares of the other two sides. It is mathematically stated as c2 = a2 + b2, where c is the length of the hypotenuse and a and b are the lengths of the other two sides.

Here,

c=13²

a=6.6²

a²+b²=c²

b=√(c²-a²)

=√(13²-6.6²)

b=11.2 units

b²=125.44 units

The value of b² is 125.44 units as b is equal to 11.2 units when c is 13 units and a is 6.6 units.

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Answer:

its b

Step-by-step explanation:

Answer:

no

Step-by-step explanation:

because it does not pass the vertical line test

Answer:

i have no idea what is the question would you please provide me exact questions

Answer:

what?

Step-by-step explanation:

doesnt understand

Answer:

21/8 yards

Step-by-step explanation:

If Sarah wants to make her own costume she will need 21/8 yards of yarn.

To get this, you multiply 2 by 8 and get 16.

Next, you will add 5 onto 16 and get 21.

Keep your 21 and put is as your numerator.

Now take your 8 and put it as your denominator.

In the given research scenario, the dependent variable is the average number of pounds lost.

The dependent variable is the variable that is being measured or observed in an experiment. It is the outcome or response variable that is expected to change as a result of manipulating the independent variable(s). In this case, the independent variable is the type of diet (low-carb or high-carb), and the dependent variable is the average number of pounds lost by the participants.

The researchers are comparing the average weight loss between the two groups: one following a low-carbohydrate diet and the other following a high-carbohydrate diet with the same number of calories. They are interested in determining whether the type of diet has an effect on weight loss. Hence, the dependent variable is the average number of pounds lost, as it is the variable that is expected to vary based on the diet type.

If you would like to represent the dependent variable using LaTeX code, you can use the following snippet:

\(\text{Dependent Variable: Average number of pounds lost}\)

I hope this explanation clarifies the concept of the dependent variable in the given research scenario. Let me know if you have any further questions.

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Answer:

Step-by-step explanation:

x^2-16y-4x-12=0

Transpose and separate x and y

16y = x^2-4x-12

16y = (x^2-4x+4) -16

16y = (x-2)^2 -16

y = (1/16)(x-2)^2 -1

This means that the vertex is at

(x-2)=0 or x=2

y = -1

=> vertex (2,-1)

Answer:

4. rise

match the following definition with the correct term:

the vertical distance between two points on a line

1. run

2. rate of run

3. slope

4. rise

Answer:

$0

Step-by-step explanation:

I hope this helps!

Answer:

she can spend no more than 64, and if this is incorrect, do 63

Step-by-step explanation:

tThe population in this scenario refers to the entire group of policyholders of the large automobile insurance company.

Set up the hypotheses ; Null hypothesis (H0): The mean age in the population of policyholders is 50.  Alternative hypothesis (Ha): The mean age in the population of policyholders is different from 50. Determine the significance level: The significance level is given as 5%.  Calculate the test statistic: The test statistic for a two-sample t-test is given by:
    t = (sample mean - hypothesized mean) / (standard error)

 In this case, the sample mean is 47.2, and the hypothesized mean is 50. The standard error can be calculated using the formula: standard error = sqrt(variance / sample size).  In this case, the variance is 121 and the sample size is 361. Calculate the degrees of freedom:  For a two-sample t-test, the degrees of freedom is calculated as the sum of the sample sizes minus 2.  In this case, the sample size is 361.  Determine the critical value:  Since the alternative hypothesis is two-tailed (different from 50), we divide the significance level by 2 (5% / 2) to get the critical value for each tail.

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The general solution of the differential equation is given by y(x) = c1 * e^(-4x) + c2 * e^(2x) + c3 * e^(-2x), where c1, c2, and c3 are arbitrary constants.

The general solution of the higher-order differential equation y′′′ + 2y′′ − 16y′ − 32y = 0 involves a linear combination of exponential functions and polynomials.

To find the general solution of the given higher-order differential equation, we can start by assuming a solution of the form y(x) = e^(rx), where r is a constant. Plugging this into the equation, we get the characteristic equation r^3 + 2r^2 - 16r - 32 = 0.

Solving the characteristic equation, we find three distinct roots: r = -4, r = 2, and r = -2. This means our general solution will involve a linear combination of three basic solutions: y1(x) = e^(-4x), y2(x) = e^(2x), and y3(x) = e^(-2x).

The general solution of the differential equation is given by y(x) = c1 * e^(-4x) + c2 * e^(2x) + c3 * e^(-2x), where c1, c2, and c3 are arbitrary constants. This linear combination represents the most general form of solutions to the given differential equation.

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The benefits of reading multiple translations to gain a more complete understanding of the Bible.

Chapter 15: Observe - Learn how to make precise observations through careful examination, analysis, and comparison of scripture passages. Utilize study tools to gain a more thorough understanding of God's Word. ($12)  

Chapter 16: Multiple Translations - Consider the advantages of reading multiple translations of the Bible in order to gain a deeper understanding of its message. Compare different translations of passages to build a more comprehensive interpretation. ($12)

Chapter 15: Observe - Use hermeneutical principles to aid in observing the Bible. Learn how to consider context and genre of passages, apply sound hermeneutical methods, and make logical deductions. ($12)

Chapter 16: Multiple Translations - Examine the nuances of different translations and discover how they can add further meaning to scripture. Utilize the benefits of reading multiple translations to gain a more complete understanding of the Bible. ($12)

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Answer:

He may have used 32.5cm of wood

Step-by-step explanation:

7.5 × 10 ^6

hope it helps!

The measures of the angles of the rhombus are as follow: m∠1 = 66°, m∠2 = 123°, m∠3 = 66 ° and m∠4 = 123°

A rhombus' opposite angles are congruent because all of its sides are congruent. Angles 1 and 3 therefore share the same measure, as do angles 2 and 4.

As a result of the fact that any quadrilateral's total angles equal 360°, we also have:

m∠1 + m∠2 + m∠3 + m∠4 = 360

Putting the given value of 114°, we get:

m∠1 + 114 + m∠3 + 114 = 360

Simplifying and solving for m∠1 and m∠3, we get:

m∠1 + m∠3 = 132

⇒ m∠1 = 132 - m∠3

Similarly, we have:

m∠2 + m∠4 = 246

⇒ m∠2 = 246 - m∠4

Since opposite angles in a rhombus are congruent, we have:

m∠1 = m∠3 and m∠2 = m∠4

Substituting these equalities, we get:

m∠1 = (132 - m∠1) and m∠2 = (246 - m∠2)

Solving for m∠1 and m∠2, we get:

⇒ m∠1 = 66°

⇒ m∠2 = 123°

Since opposite angles in a rhombus are congruent, we have:

⇒ m∠3 = m∠1 = 66°

⇒ m∠4 = m∠2 = 123°

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Alice is 55 km from her starting point after walking a distance of 55 km along the perimeter of the park.

To find the distance Alice is from her starting point after walking along the perimeter of the park, we can use the concept of congruent sides in a regular hexagon.

The perimeter of a regular hexagon is equal to the sum of its six congruent sides. Given that each side of the hexagon is 22 km long, the total perimeter of the hexagon is 6 * 22 km = 132 km.

Since Alice walks a distance of 55 km along the perimeter of the park, we can determine the number of complete laps she makes around the hexagon by dividing the distance she walked by the perimeter of the hexagon: 55 km / 132 km = 0.4167 laps.

As Alice starts and ends at a corner of the hexagon, each complete lap brings her back to the same corner. Therefore, the fractional part of the number of laps represents the portion of the hexagon's perimeter she has traveled beyond the starting corner.

To find the remaining distance from Alice's current position to the starting point, we calculate the fractional part of the number of laps and multiply it by the perimeter of the hexagon: 0.4167 * 132 km = 55 km.

A regular hexagon is a polygon with six congruent sides. In this problem, the regular hexagon represents the shape of the park, and each side of the hexagon has a length of 22 km. The perimeter of the hexagon is found by multiplying the length of one side by the number of sides, which is 6. Therefore, the perimeter of the hexagon is 6 * 22 km = 132 km.

When Alice walks along the perimeter of the park for a distance of 55 km, we need to determine how many complete laps she makes around the hexagon. By dividing the distance she walked by the perimeter of the hexagon, we find that she completes approximately 0.4167 laps.

Since Alice starts and ends at a corner of the hexagon, each complete lap brings her back to the same corner. Therefore, the fractional part of the number of laps represents the portion of the hexagon's perimeter she has traveled beyond the starting corner.

In this case, multiplying 0.4167 by 132 km gives us a result of approximately 55 km. Therefore, Alice is 55 km from her starting point after walking a distance of 55 km along the perimeter of the park.

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To fill in the missing amounts in the balance sheet after the following transactions, we first need to find out the effects of each transaction on the balance sheet.

Transaction 1: Sold product purchased for $750 for $1,525.00.The effect of this transaction on the balance sheet will be:Cash +$1,525.00 (+$1,525 from the sale)Owner's Equity +$775.00 (profit from the sale)Transaction

2: Purchased equipment for $500.The effect of this transaction on the balance sheet will be:Cash -$500.00Equipment +$500.00Transaction

3: Paid rent by check for $450.The effect of this transaction on the balance sheet will be:Cash -$450.00Transaction

4: Received next month's power bill for $155.00.The effect of this transaction on the balance sheet will be:

No effect on the balance sheet as it has not been paid yet.Now, we can fill in the missing amounts in the balance sheet as follows:

Assets Liabilities and Owner's Equity Cash $ 1,130.00 Accounts Payable $ - Equipment $ 500.00 Owner's Equity: Investment $ 3,500.00 Profit $ 775.00 Total $ 4,130.00 Total $ 4,130.00Thus, the balance sheet will show $1,130 in cash, $500 in equipment, and a total owner's equity of $4,275.

This balance sheet is balanced because the total assets equal the total liabilities and owner's equity.

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The distance between the given pair of parallel lines is 20 / √10 units.

To find the distance between two parallel lines, we can use the formula:

Distance = |C₁ - C₂| / √(A² + B²)

where the equations of the lines are in the form Ax + By + C₁ = 0 and Ax + By + C₂ = 0.

For the given equations:

Equation 1: x + 3y = 6

Equation 2: x + 3y = -14

In both equations, A = 1, B = 3, and C₁ = 6 for Equation 1 and C₂ = -14 for Equation 2. Substituting these values into the distance formula, we get:

Distance = |C₁ - C₂| / √(A² + B²)

= |6 - (-14)| / √(1² + 3²)

= |20| / √(1 + 9)

= 20 / √10

Therefore, the distance between the given pair of parallel lines is 20 / √10 units.

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Answer:

110029290292929191929

Answer:

a) 18

b)248

c) 58

Step-by-step explanation:

The formula is:

\(a_{n}\) = \(a_{1}\) + (n-1)d

\(a_{n}\)  Is the number at the n term

\(a_{1}\) Is the first number in the sequence

n Is the number for the term

d is the common difference.  How much is added each time in the sequence.  In this case, 2.5

Put in the numbers that you know and solve for the unknown.

A:

\(a_{8}\) = 0.5 + (8 -1)(2.5)

\(a_{8}\)  = 0.5 +(7)(2.5)

\(a_{8}\) = 0.5 + 17.5

\(a_{8}\) = 18

B:

We follow the same pattern, but we are now looking for \(a_{100}\).

\(a_{100}\) = 0.5 + (100-1)(2.5)

\(a_{100}\) = 0.5 + 247.5

\(a_{100}\) = 248

C:

This time we know the value of the number in the sequence, we do not know which term it is.

\(a_{n}\) = \(a_{1}\) + (n - 1)d  Put in what we know

148 = 0.5 + (n -1)2.5  Distribute the 2.5

148 = 0.5 + 2.5n - 2.5  Combine like terms

148 = 3 + 2.5n  Subtract 3 from both sides of the equation

145 = 2.5n  Divide both sides by 2.5

58 = n