Simple Algebra problem. Includes the x and y axis. Also need help finding the perimeter.

Answer:

5 inches on the drawing = 32 actual inches

Step-by-step explanation:

195 inches

104 x 12 = 1248 inches

1/39

Answer:

she used a scale of 5 inches to represent 32 inches actual length

Step-by-step explanation:

We are told that helen made the gym to be 195 inches long in the drawing.

Now, we are told that the actual length of the gym is 104 ft long.

Thus, converting to inches,

1ft = 12 inches

So, 104ft = 104 × 12 = 1248 inches

Which means that 194 inches represented 1248 inches.

So the scale is:

195:1248

Dividing both by a common factor of 39 to give a scale of (195/39):(1248/39)

This gives;

5:32

So she used a scale of 5 inches to represent 32 inches actual length

Answer:

7A-42

Step-by-step explanation:

I can't type it I have to solve on a paper for you

Answer:

There are seven seventh roots of unity, e2πki7 , all on the unit circle, r=1 above.

The first one is at θ=2π7=360∘7=5137 ∘ , and there are others at 4π7,6π7,8π7,10π7,12π7 and of course at 0 radians, i.e. unity itself.

How to find?

There are 4 fourth roots of unity and they are 1, i,−1 and−i

Each of the roots of unity can be found by changing the value of k k k in the expression e 2 k π i / n e^{2k\pi i/n} e2kπi/n. By Euler's formula, e 2 π i = cos ⁡ ( 2 π ) + i sin ⁡ ( 2 π ) = 1.

Answer:

-9

Step-by-step explanation:

Hey there!

Well, to simplify,

5 - 2(3 + 4)

Wel need to use PEMDAS,

3+4=7

7 * -2 = -14

5 - 14 = -9

Hope this helps :)

Answer:

-9

Step-by-step explanation:

[tex]5 - 2(3+4)\\5 - 2(7)\\5 - 14\\-9[/tex]

Part A

Her steps were

[tex]-2 \frac{5}{6} \div 1 \frac{1}{3}\\\\-\frac{17}{6} \div \frac{4}{3}\\\\-\frac{6}{17} \times \frac{3}{4}\\\\-\frac{6\times 3}{17\times4}\\\\-\frac{18}{68}\\\\-\frac{9}{34}\\\\[/tex]

Kelsey made a mistake on line 3. Note how the 17/6 flips to 6/17. This is not correct. You keep the first fraction the same, but you do flip the second fraction. This only applies when you divide two fractions.

The third step should look like [tex]-\frac{17}{6}\times \frac{3}{4}[/tex]

=======================================================

Part B

Here's what she should have written

[tex]-2 \frac{5}{6} \div 1 \frac{1}{3}\\\\-\frac{17}{6} \div \frac{4}{3}\\\\-\frac{17}{6} \times \frac{3}{4}\\\\-\frac{17\times 3}{6\times 4}\\\\-\frac{51}{24}\\\\-\frac{17}{8}\\\\[/tex]

If you want to convert that improper fraction to a mixed number, then you could do something like this

[tex]-\frac{17}{8} = -\frac{16+1}{8}\\\\-\frac{17}{8} = -\frac{16}{8}-\frac{1}{8}\\\\-\frac{17}{8} = -2 \frac{1}{8}\\\\[/tex]

Or you could divide 17 over 8 using long division to get 2 remainder 1. The 2 is the quotient that goes to the left of the 1/8. The remainder of 1 is the numerator of 1/8.

The equation with exactly one solution is  3x + 5 = 2x - 6. Option D is correct.

To determine which equation has exactly one solution, we need to solve each equation and see if we end up with a unique value for 'x'.

4x – 4 + 2x = 6x - 4

Combine the x terms on the left side: 6x - 4 = 6x - 4

This equation is an identity and holds true for all values of x. It doesn't have a unique solution.

B. 2(4x + 5) = 8x + 10

Distribute the 2 on the left side: 8x + 10 = 8x + 10

Similar to the previous equation, this equation is also an identity and holds true for all values of x.

It doesn't have a unique solution.

4x - 8 = 4(x - 4)

Distribute the 4 on the right side: 4x - 8 = 4x - 16

Subtract 4x from both sides: -8 = -16

This equation is contradictory and has no solution.

3x + 5 = 2x - 6

Subtract 2x from both sides: x + 5 = -6

Subtract 5 from both sides: x = -11

This equation has a unique solution, x = -11.

So, the equation with exactly one solution is  3x + 5 = 2x - 6. Option D is correct.

To learn more on Equation click here:

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Answer:

y=-5/6

Step-by-step explanation:

-24y=20

y=-5/6

alternate:

-0.83

here is the answer for question ii

Answer:

=x(x-1) +3x

= x^2-x+3x

=x^2 +2x

=x(x+2)

Step-by-step explanation:

Answers:

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Explanation:

The domain is the set of allowed x input values, aka the set of all allowed x coordinates of the points. We see that [tex]-4 < x \le 3[/tex]. It might help to draw vertical lines through the endpoints until you reach the x axis. Note the open hole at x = -4 to indicate we do not include this as part of the domain (hence the lack of "or equal to" for the first inequality sign).

The interval [tex]-4 < x \le 3[/tex] then can be condensed into the shorthand form (-4, 3] which is the domain in interval notation.

It says: x is between -4 and 3. It can't equal -4 but it can equal 3.

So the use of parenthesis versus square brackets tells the reader which endpoint is included or not.

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

The range describes all possible y outputs. We see that y = 5 is the largest it gets and y = -5 is the lower bound. It might help to draw horizontal lines through the endpoints until you reach the y axis. The open hole means -5 is not part of the range.

The range as a compound inequality is [tex]-5 < y \le 5[/tex]. This condenses into the shorthand of (-5, 5] which is the range in interval notation.

Verbally, the range is the set of y values such that y is between -5 and 5. It can't equal -5 but it can equal 5.

Answer:

Hello,

Step-by-step explanation:

Domain(f)= ]-4;3]={x€R | -4<x≤3}

Rang(f)=]-5;5]={y€R | -5< y ≤5}

Answer:

70.83 ft³

Step-by-step explanation:

The volume of a pyramid is:

[tex]\frac{bh}{3}[/tex], where b is the base area and h is the height.

Let's first find the area of the base.

[tex]17\cdot5=85\\85\div2=42.5[/tex]

Multiplying this by 5:

[tex]42.5\cdot5=212.5[/tex]

Dividing by 3:

[tex]212.5\div3=70.83[/tex].

Hope this helped!

Answer:

Step-by-step explanation:

Given two coordinates (x₁, y₁) and (x₂, y₂), the coordinate of their midpoint is equivalent to X = (x₁+x₂)/2 and Y = (y₁+y₂)/2.

Given the coordinate of Sally's house and  her school to be (5, −1) and  (−9, 7) respectively, the midpoint of Sall's house and school is expressed as shown;

from the coordinates, x₁ = 5, y₁ = -1, x₂ = -9 and y₂ = 7

X = (5+(-9))/2

X = 5-9/2

X = -4/2

X = -2

Y = -1+7/2

Y = 6/2

Y = 3

The coordinate of the midpoint of Sally's house and school will be expressed as (X, Y) which is equivalent to (-2, 3).

Answer:

y=2x+1

Step-by-step explanation:

there's nothing to show, sorry

ask me if you have question

Answer:

cot α = 1/tan α = 1/2.4 = 0.42

Step-by-step explanation:

cot α=0.42

sin α = 0.92

we know that  cot α = 1/tan α

thus,

cot α = 1/tan α = 1/2.4 = 0.42

we know that

sin(x)=tan(x)1+tan2(x)√

[tex]\ sin(\alpha )=tan(\alpha )/\sqrt{ 1+tan^2(\alpha )} \\sin(\alpha )= 2.4/\sqrt{1+2.4^2} = 2.4/\sqrt{1+5.76}\\sin(\alpha )= 2.4/\sqrt{6.76} = 2.4/2.6 = 12/13 = 0.92[/tex]

sin α = 0.92

Answer:

15. 6444.44445

14. 484

Step-by-step explanation:

Answer:

6 and 14

Step-by-step explanation:

let the second number=x

the first number=3x-4

(x+3x-4)+5=25

4x-4+5=25

4x+1=25

4x=25-1

4x=24

x=6

Since x is the first number,the first number is 6

second number=3•6-4

=18-4=14

Answer:

son2: 5

son1: 10

Step-by-step explanation:

2x (son1) + x (son2) + 35 (mother) + 3 (years)*3 (people) = 59

3x = 15

x = 5

The age of each boy at present will be 2 years and 3 years.

A linear system is one in which the parameter in the equation has a degree of one. It might have one, two, or even more variables.

Let the age of the sons will be x and y.

A mother who is 35 years old has two sons, one of whom is twice as old as the other. Then the equation will be

x = 2y

In 3 years, the sum of all their ages will be 59 years. Then the equation will be

x + y + x + 1 + y + 1 + x + 2 + y + 2 + 35 = 59

Simplify the equation, we have

3x + 3y + 41 = 59

      6y + 3y = 59 – 41

              9y = 18

                y = 2

Then the value of x will be

x = 2y

x = 2(2)

x = 4

Thus, the age of each boy at present will be 2 years and 3 years.

More about the linear system link is given below.

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Answer:

Step-by-step explanation:

=-5 +4

= -1

put a dot on -1 and go from -5 to -1 and then from -1 to -5

Answer:

96 dollars and 50 cents

Step-by-step explanation:

Answer:

First should get $220, other two should get $140 each.

Step-by-step explanation:

The ratio of hours the friends worked is 11:7:7. Say that they are paid 11x, 7x, and 7x respectively, therefore:

11x + 7x + 7x = 500

25x = 500

x = 20 so the first friend should get 11 * 20 = $220 and the other two should get 20 * 7 = $140 each.

Answer:

The anwser is C) C < 4

......... .

Answer:

Step-by-step explanation:

Amount charges by plumber =  £ 167.00

Call out fee = £ 18.50

Charge excluding the call out fee = 167 - 18.50 = £ 148.50

Total hours worked = 9 hours

Charge per hour = charge excluding the call out fee ÷ total hours

                           = 148.50 ÷ 9

                          = £ 16.50

Answer:

Hey there!

Part A. This is a proportional relationship because the amount of dollars she earns per hour is constant. We can divide her total income by the number of hours she works to find that she earns 12.50 dollars per hour.

Part B. Joslyn will always earn more money than Kate because she earns more money per hour, and the slope of Joslyn's line is greater.

Let me know if this helps :)

[tex]\dfrac{DI}{DR}=\dfrac{DE}{DZ}\\\\\dfrac{DI}{6+2.8}=\dfrac{3}{6}\\\\6DI=26,4\\DI=4,4[/tex]

Answer:

It seems like you misunderstood the instructions, though I don't blame you because they wrote it strangely. I believe that you're supposed to draw your own conclusion and then explain how you go there, rather than analyze a conclusion that was already drawn for you. If a long drive=a large fare, and you've been told that the driver has a long drive, you can draw the conclusion that "The fare will be large."

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Explanation:

The graph goes on forever to the left and right. This means any real number x can be plugged into the function to get some output y. The domain is the set of all real numbers. In interval notation, we would say [tex](-\infty, \infty)[/tex] which is another way of saying [tex]-\infty < x < \infty[/tex]

The range is y > -100 because the exponential graph steadily approaches this horizontal asymptote. Think of it like an electric fence you cannot touch. Since we never actually get to this y value, this means y = -100 is not part of the range. Your teacher made a typo when they wrote [tex]y \ge -100[/tex] and instead they should have written [tex]y > -100[/tex]. So basically y can be anything larger than -100. The graph may look like it eventually reaches y = -100 itself, but it's actually just getting closer and closer to this y value. To write the range in interval notation, we would say [tex](-100, \infty)[/tex]

This function is exponential because it has the general shape all exponential growth functions do. We have a fairly flat part with very slow growth at first, but then as time goes on, the growth rate increases dramatically resulting in the very steep curve.

Quartic polynomials are 4th degree polynomials. They have the same end behavior as quadratic functions do, since both are even degree polynomials. We don't have a quartic here because the left end behavior isn't going off to positive infinity as the right end behavior is.

Answer:

x= -1

y= 2.5

Step-by-step explanation:

15x+6y=0

4x-6y=-19

19x = -19

x=-1

-15+6y = 0

6y=15

y=2.50

Answer:

19x = -38

x = -2

(-2,5)

Step-by-step explanation:

3(5x + 2y = 0)

2(2x - 3y = -19)

First step is to simplify the equations by using the distributive property.

3(5x + 2y = 0)

distribute the 3 by multiplying 3 by everything inside of the parenthesis

3 * 5x = 15x

3 * 2y = 6y

3 * 0 = 0

first equation simplified: 15x + 6y = 0

2(2x - 3y = -19)

distribute the 2 by multiplying 2 by everything inside of the parenthesis

2*2x = 4x

2 * -3y = -6y

2 * -19 = -38

second equation simplified: 4x - 6y = -38

We acquire the two equations

15x + 6y = 0

4x - 6y = -38

Notice how there are two 6ys, one is negative and the other is positive. When this happens we can add the two equations together and solve for x. We can do this because the two 6ys will cancel out and we will be left with one variable. when there is only 1 variable you can solve it.

So add the two equations

+ 15x + 6y = 0

4x - 6y = -38

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

19x = -38

now solve for x

divide both sides by 19

19x/19 = -38/19

x = -2

Now we need to find the value of y.

To do so simply plug in the value of x into one of the equations and solve for y

4x - 6y = -38

x = -2

4(-2) - 6y = -38

multiply 4 and -2

-8 - 6y = -38

add 8 to both sides

-6y = -30

divide both sides by -6

y = 5

The solution to the system is (-2,5)

Answer:

Q2: -17

Q3: a) -5/2  b) g = -13

Step-by-step explanation:

2w+7 = -9

2w = -9 - 7

w = -16/2

w = -8

---

15 - 4w

= 15 - 4(-8)

= 15 - 32

= -17

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

Q3:

a) 3/4(16m-24) = -48

16m -24 = -48 ÷ 3/4

16m = -64 + 24

16m = -40

m = -5/2

b) -20 = 1/6(36+12g)

-20 = 1/6 × 6(6+2g)

(cross out the 6 from 1/6 and 6)

-20 = 6 + 2g

-20-2g= 6

-2g = 6+20

-2g = 26

g = 26/-2

g = -13