You can get 3 value meals for $16.50 at a burger restaurant. How many is each value meal?

Y = mx + b, where m denotes the slope and b the y-intercept, is how the equation of the line is expressed in the slope-intercept form. We can see that the y-intercept of the line in our equation, y = 7 x + 4, is 4.

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First box width-length ratio: 2.5/5.5. This ratio is conserved for all boxes.

Width of the second box: 3 in

Second box wide-length ratio:

3/x = 2.5/5.5

Solving for x:

x = 3*5.5/2.5

x = 6.6 in

Answer:

There is no mode

Step-by-step explanation:

All #'s only appear once.

x² + 3x - 2

(5)² + 3 × 5- 2

25 + 15 - 2

40 - 2

38...

Work Shown:

21/35 = (7*3)/(7*5) = 3/5

EXPLANATION:

Given that :

R ={ (x-1),(x-2) ,x = (2,3,4,5)}

Put x = 2 then (2-1),(2-2) = (1,0)

Put x = 3 then (3-1),(3-2) = (2,1)

Put x = 4 then (4-1),(4-2) = (3,2)

Put x = 5 then (5-1),(5-2) = (4,3)

R = { (1,0),(2,1),(3,2),(4,3)}

Domain = {1,2,3,4}

Range = {0,1,2,3}

Step-by-step explanation: If f(x) = 4x + 10, then f(-2) is 4(-2) + 10

which simplifies to -8 + 10 or 2.

So f(-2) = 2.

Answer:

bro could u help me with mine ill try to help u

function,function, not a function

The distance from the north most ship to the observation is 2.9 miles and the distance from the south most ship to the observation is 9.9 miles.

The bearing is defined as the angle measured clockwise from the north direction. A ship is anchored off a long straight shoreline that runs north and south.

From two observation points miles apart on shore, the bearings of the ship are 52 degrees and 134 degrees respectively. To find the distance from the ship to each of the observation points, we can use trigonometry.

Let's call the distance from the north observation point to the ship x, and the distance from the south observation point to the ship y. The bearings from the north and south observation points can be drawn as follows:

[asy]

unitsize(1cm);

pair O = (0,0), N = (-2,0), S = (2,0), A = (-2,1), B = (2,-1);

draw(O--N--A,Arrow);

draw(O--S--B,Arrow);

\(label("$52^\circ$", N + 0.3*dir(52), NE);\)

\(label("$134^\circ$", S + 0.3*dir(134), SE);\)

draw(O--A--B--cycle,dashed);

\(label("$x$", (N+A)/2, W);\)

\(label("$y$", (S+B)/2, E);\)

[/asy]

We can use the tangent function to find x and y, since we have the angle and opposite side.

From the north observation point, we have:

\($$\tan(52^\circ) = \frac{x}{2}$$$$x = 2\tan(52^\circ) \approx 2.95$$\)

From the south observation point, we have:

\($$\tan(134^\circ) = \frac{y}{2}$$$$y = 2\tan(134^\circ) \approx 9.88$$\)

Therefore, the distance from the north most ship to the observation is 2.9 miles and the distance from the south most ship to the observation is 9.9 miles.

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The United States' decision to remain neutral was motivated by its over $1 billion in annual trade with Europe.

Early 20th-century American trade with Europe helped the US remain neutral by enabling it to maintain business ties with both the Allied and Central Powers.

The US was able to avoid taking a political stance and maintain its neutral status by supplying goods to both sides of the conflict. Additionally, trade helped the US maintain its economic stability because it would have been detrimental to the nation's economy to break off trade with one party.

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A graph of the inequality "y is less than negative one fourth times x minus 3" is: D. The graph shows a dashed line passing through the point negative 12 comma 0 and 0 comma negative 3, with shading below the line.

In order to determine the ordered pair that is included in the solution to this linear inequality, we would first of all translate the word problem into an algebraic equation as follows;

y is less than negative one-fourth times x minus 3 ⇒ y < -x/4 - 3.

Next, we would use an online graphing calculator to graphically solve the linear inequality. Therefore, the required solution for the given linear inequality is the shaded area below the dashed line, which is given by the ordered pairs (−12, 0) and (0, -3).

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Answer:

it’s D dotted line with shading below

Step-by-step explanation:

i got it on my quiz

Answer:

The answer is "\(\bold{ \mu =0.967, x=3, \ and \ e= 2.718}\)".

Step-by-step explanation:

A distribution of poulet applies because it deals through events (bomb hits) over even a sample space (the region with \(0.95 \ km^2\) area).  

Its average hit number per area is:  

\(\to \mu = \frac{\text{Number of hits of bomb}}{ \text{number of regions number}}\)

       \(=\frac{535}{553} \\\\= 0.967 \\\\\)

\(\to x = 3\\\\\to e = 2.718\)

Answer:

N1 just kidding I don't know it at least I tried

Answer:

There are infinite solutions.

Think about it. The equation says essentially:

12 + any number = 12 + any number.

y + 12 = y + 10 + 2

y + 12 = y + 12

  y - y = 12 - 12

       0 = 12 - 12

       0 = 0

Step-by-step explanation:

The truck driver would deliver 105 packages in a 7 hours day

An equation is an expression that shows how numbers and variables are related to each other using mathematical operators.

Let y represent the number of packages delivered by the truck driver in x hours. Using the point (1, 15) and (4, 60). Hence, the equation is:

y - 15 = [(60-15)/(4-1)](x - 1)

y = 15x

For a 7 hour day (x = 7):

y = 15(7) = 105

The driver would deliver 105 packages in 7 hours

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True, While "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.

The statement "-1000 2/3 is not a real fraction" is true. A real fraction is a mathematical expression that represents a ratio of two real numbers. In a fraction, the numerator and denominator are both real numbers, and they can be positive, negative, or zero.

In the given statement, "-1000 2/3" is not a valid representation of a fraction. The presence of a space between "-1000" and "2/3" suggests that they are separate entities rather than being part of a single fraction.

To represent a mixed number (a whole number combined with a fraction), a space or a plus sign is typically used between the whole number and the fraction. For example, a valid representation of a mixed number would be "-1000 2/3" or "-1000 + 2/3". However, without the proper formatting, "-1000 2/3" is not considered a real fraction.

It's important to note that "-1000 2/3" can still be expressed as an improper fraction. To convert it into an improper fraction, we multiply the whole number (-1000) by the denominator of the fraction (3) and add the numerator (2). The result would be (-1000 * 3 + 2) / 3 = (-3000 + 2) / 3 = -2998/3.

In conclusion, while "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.

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Answer:

  ∠F ≈ 43.9°

Step-by-step explanation:

The Law of Cosines is used to find an angle when all triangle sides are known.

  f² = d² +e² -2de·cos(F)

  cos(F) = (d² +e² -f²)/(2de) = (25² +28² -20²)/(2·25·28) = 1009/1400

  F = arccos(1009/1400)

  F ≈ 43.9°

74  R28

So sorry if its incorrect!

Answer:

Factors=5xy=5,x,y

=7

Step-by-step explanation:

Pls mark as branliest thanks

Step-by-step explanation:

5xy+7

=1(5xy+7)

Factors are 1&5x+7

Answer:

Step-by-step explanation:

Assuming the colon between 40 and 8 is a mistype...

PEMDAS(Parenthesis, Exponents, Multiplication + Division, Addition + Subtraction)

\(40-8+3^2+(15-7)*2\\\\Parenthesis\\\\40-8+3^2+8*2\\\\Exponents\\\\40-8+9+8*2\\\\Multiplication\\\\40-8+9+16\\\\Subtraction\\\\32+9+16\\\\Addition\\\\41+16\\\\Addition\\\\57\)

Hope it helps <3

━━━━━━━☆☆━━━━━━━

▹ Answer

57

▹ Step-by-Step Explanation

You need to follow PEMDAS:

Parentheses

Exponents

Multiplication

Division

Addition

Subtraction

40 - 8 + 3² + (15 - 7)* 2

40 - 8 + 9 + (15 - 7) * 2

40 - 8 + 9 + 8 * 2

40 - 8 + 9 + 16

= 57

Hope this helps!

CloutAnswers ❁

Brainliest is greatly appreciated!

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With the help of the given Venn diagram, the answer of n(A∪B) is 44 respectively.

A Venn diagram is a visual representation that makes use of circles to highlight the connections between different objects or limited groups of objects.

Circles that overlap share certain characteristics, whereas circles that do not overlap do not.

Venn diagrams are useful for showing how two concepts are related and different visually.

When two or more objects have overlapping attributes, a Venn diagram offers a simple way to illustrate the relationships between them.

Venn diagrams are frequently used in reports and presentations because they make it simpler to visualize data.

So, we need to find:

A ∪ B

Now, calculate as follows:

The collection of all objects found in either the Blue or Green circles, or both, is known as A B. Its components number is:

8 + 7 + 14 + 6 + 1 + 8 = 44

n(A∪B) = 44

Therefore, with the help of the given Venn diagram, the answer of n(A∪B) is 44 respectively.

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Answer:

y = -x - 6

Step-by-step explanation:

From point A, to get to point C, you would need to go down 2 and right 2 which is -2/2 and -2/2 is the same thing as -x.

The y-intercept is -6 because the line goes thorough -6 in the y axis.

Hope this helps and pls do mark me brainliest if you can:)

the answer is 4/5 this is know to be hard

Answer:

1 is cofficient of X ²

Answer:

Translations reflections, and rotations

are

Step-by-step explanation:

Hope this helps

Question 1 : Translations Reflections, And Rotations

Question 2 : And

◊ YusuCr ◊

Answer:

45 coaches

Step-by-step explanation:

11:3 = 165:45

Answer:45

Step-by-step explanation:

Answer:

y = 5

Step-by-step explanation:

\(14y-7y=35\\7y=35\\y=5\)

14 minus 7 is 7

7Y is equal to 35

divide both sides by 7 is equal to 5

Answer:

Adding +6 in turn

Step-by-step explanation:

-13+6=(-7)

(-7)+6=(-1)

(-1)+6=5

5+6=11

11+6=17

17+6=23

23+6=29

29+6=35

........... And so on

For the first part of the ID number (consisting of digits) we have the following number of permutations

The first part 9 takes into consideration that the first digit is non-zero, so we only have 1-9 to choose from, while the other succeeding 5 digits we have 10 to choose from (0 - 9).

The second part of the ID number (two letter part) will have the number of permutations

First multiplied by 5, and then 4, since we cannot repeat the previous letter.

Therefore the number of different student numbers is solved as

18,000,000 possible student ID numbers.