Peter spent 3/5 of his money and was left with $60. 1. How much money did he have at first2. Express what he remained with as a fraction of what he had first

Answer: [tex]y=\frac{3}{17}x-13[/tex]

Step-by-step explanation:

Find the slope of the line between (-17, -16) and (0,-13) using [tex]m=\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex], the change of y over the change of x

[tex]m=\frac{3}{17}[/tex]

Use the slope and a given point to substitute for [tex]x_{1}[/tex] and [tex]y_{1}[/tex] in the point-slope form [tex]y-y_{1} =m(x-x_{1} )[/tex].

[tex]y-(-16)=\frac{3}{17}(x+17)[/tex]

Solve for y and rewrite into [tex]y=mx+b[/tex]

[tex]y=\frac{3}{17}x-13[/tex]

Answer:

852

Step-by-step explanation:

2 times 10 is 20

8 times 109 is 872

You subtract the two values, 872-20=852

If Florida has a population of about 2 X 10'. The Earth has a population of about 8 X 109. Then 852  times more populated is the Earth than Florida.

Two or more expressions with an Equal sign is called as Equation.

Given that

Florida has a population of about 2 X 10'.

The Earth has a population of about 8 X 109.

We need to find  how many times more populated is the Earth than Florida.

We know that

2 times 10 is 20

and  8 times 109 is 872

To calculate how many times more populated is the Earth than Florida. we just required to subtract 872 and 20.

You subtract the two values, 872-20=852

Hence About 852 times more populated is the Earth than Florida.

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Answer:

he took 4hpurs to reach him at a destination of 60miles if he drove for additional 2hours that will be 80miles

Answer:

Step-by-step explanation:

h

(

x

)

=

x

2

−

8

x

+

16

Rewrite the equation in term of

x

and

y

.

h

(

x

)

=

x

2

−

8

x

+

16

Rewrite the equation in vertex form.

Tap for more steps...

y

=

(

x

−

4

)

2

+

0

Use the vertex form,

y

=

a

(

x

−

h

)

2

+

k

, to determine the values of

a

,

h

, and

k

.

a

=

1

h

=

4

k

=

0

Answer:

Step-by-step explanation:

The absolute value function multiplies its argument by -1 if and only if that argument is negative.

  [tex]|x-120|=\begin{cases}-(x-120)&\text{for }(x-120) < 0\\(x-120&\text{for }(x-120)\ge0\end{cases}[/tex]

The first condition resolves to ...

  x -120 < 0   ⇒   x < 120 . . . . . matches the given condition x < -120

So, we can simplify the expression to ...

  -(x -120) = 120 -x . . . when x < -120

__

  [tex]|x-(-12)|=\begin{cases}-(x+12)&\text{for }(x+12) < 0\\(x+12)&\text{for }(x+12)\ge0\end{cases}[/tex]

The second condition resolves to ...

  x+12 ≥ 0   ⇒   x ≥ -12 . . . . . matches the given condition x > -12

So, we can simplify the expression to ...

  x +12 . . . when x > -12

_____

Additional comment

You may have noticed that the function |x -120| translates the absolute value function 120 units to the right. The condition x < -120 puts the boundary at 120 unit to the left of 0, well within the area to the left of the vertex. This is illustrated by the attached graph.

Answer:

Find the HCF of 72 and 180

Similar triangles: The corresponding angles are equal

x = 180-(38+24) = 118°

Answer:

C and D

Step-by-step explanation:

Turn these two fractions into improper fractions to make the equation easier.

4 1/4 = 17/4

2 2/4 = 10/4

17/4 - 10/4 = 7/4

7/4 = 1 3/4

Therefore, your answers would be C and D

Answer:

3/7

Step-by-step explanation:

9 + 7 + 5 = 21

9/21 divided by 3/3

= 3/7

Answer:

y equals to 42

Step-by-step explanation:

since x=15, y will equal to 15+27

therefore, y=42

Answer:

p*106.5/100

Step-by-step explanation:

Find the values of P for which the quadratic equation 4x²+px+3=0 , provided that roots are equal or discriminant is zero .

Let us Consider a quadratic equation αx² + βx + c = 0, then nature of roots of quadratic equation depends upon Discriminant (D) of the quadratic equation.

For equal roots

[tex]\quad\green{ \underline { \boxed{ \sf{Discriminant, D = β² - 4αc}}}} [/tex]

So,

[tex]\sf{ β² - 4αc = 0}[/tex]

Here,

Now,

[tex]\begin{gathered}\implies\quad \sf p²- 4 \times 4 \times 3 =0 \end{gathered} [/tex]

[tex]\begin{gathered}\implies\quad \sf p²- 48 =0 \end{gathered} [/tex]

[tex]\begin{gathered}\implies\quad \sf p²=48\end{gathered} [/tex]

[tex]\begin{gathered}\implies\quad \sf p=±\sqrt{48}\end{gathered} [/tex]

[tex]\begin{gathered}\implies\quad \sf p=±\sqrt{2 \times 2 \times 2 \times 2 \times 3} \end{gathered}[/tex]

[tex]\begin{gathered}\implies\quad \sf p=± 2\times 2\sqrt{ 3 }\end{gathered} [/tex]

[tex]\begin{gathered}\implies\quad \boxed{\sf{p=±4\sqrt{ 3 }}}\end{gathered} [/tex]

Thus, the values of P for which the quadratic equation 4x²+px+3=0 are-

4√3 and -4√3.

Answer:

no solution

Step-by-step explanation:

The solution of a system of equations is where the two lines intersect

Looking at the gray, the two lines never intersect therefore there is no solution.

Answer: 3x -2y -2x 1y

Step-by-step explanation: The lower line is at 3x -2y

                                              The upper line is at -2x 1y  

Answer:

Step-by-step explanation:radius r = 4 m

height h = 13 m

slant height s = 13.6014705 m

volume V = 217.817091 m3

lateral surface area L = 170.921119 m2

base surface area B = 50.2654825 m2

total surface area A = 221.186602 m2

Answer:

50c=10c+200

Step-by-step explanation:

Two different payment plans, the equation which can solve for the number of classes that equates to both plans is 200 + 10c = 50c.

The equation is defined as mathematical statements that have a minimum of two terms containing variables or numbers that are equal.

To solve for the number of classes, c, for which the cost of Plan A equals Plan B, you can use the equation: 200 + 10c = 50c.

In this equation, the left-hand side represents the cost of Plan B, and the right-hand side represents the cost of Plan A. The variable, c, represents the number of classes that Aaliyah and Phildres attend.

To solve for c, you can use algebraic techniques to isolate the variable on one side of the equation. For example, you could subtract 10c from both sides of the equation to obtain: 200 = 40c. Then, you could divide both sides of the equation by 40 to obtain: 5 = c.

Therefore, the number of classes, c, for which the cost of Plan A equals Plan B is 5.

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The question seems to be incomplete the correct question would be:

Aaliyah and Phildres are joining a gym that offers two different payment plans. Aaliyah chooses Plan A, and Phildres chooses Plan B.

Plan A

No yearty fee

Plan B

$200 yearly fee

$50 for each class

$10 for each class

Which equation can be used to solve for the number of classes, c, for which the cost of Plan A equals Plan B?

Answer:

x=5

Step-by-step explanation:

Hello!

This is a parallelogram. It is a quadrilateral with two pairs of parallel sides. Here, the opposite angles are alternate, that is, they have togheter 180°.

Rhombus

This is a rhombus. It is a quadrilateral whose four sides all have the same length. Here, the diagonals of a rhombus intersect at equal angles.

A rhombus has opposite angles equal and the figure formed by joining the midpoints of the sides of a rhombus is a rectangle, and vice versa. It has an inscribed circle.

Good luck:)

Answer: What topic is this again??

Answer:

[tex]\begin{bmatrix}x+5y=-4\\ 2x+10y=-8\end{bmatrix}[/tex]

First, Isolate "x" for x+5y=-4= x=-4-5y

[tex]\begin{bmatrix}2\left(-4-5y\right)+10y=-8\end{bmatrix}[/tex]

Simplify

[tex]\begin{bmatrix}-8=-8\end{bmatrix}[/tex]

Therefore, the solutions are x=-4-5y

~

well, let's take a look at the table

is g(x) increasing from -2 to -1? hmmm from when x = -2 g(x) = 2, then when x = -1, g(x) = -3, hold the mayo!! it went from 2 to -3, that's just going down, so, nope is not.

is itdecreasing from -1 to 0?  hmmm x = -1, g(x) = -3, as x = 0, g(x) = 2, wait a second!!! it went from -3 to 2, it really went up, so nope, is not decreasing on that interval.

is it increasing from 0 to 1?  let's see, as x = 0, g(x) = 2, as x = 1, g(x) = 17, woahhh!!, it went from 2 and rocketted to 17, yeap, it is increasing as x = 0 to x = 1.

Answer:

B

Step-by-step explanation:

Answer:

125 = [tex]5^{x}[/tex]

Step-by-step explanation:

using the rule of logarithms

[tex]log_{b}[/tex] x = n , then x = [tex]b^{n}[/tex]

given

[tex]log_{5}[/tex] 125 = x , then

125 = [tex]5^{x}[/tex] ← in exponential form

note 125 = 5³ , then

5³ = [tex]5^{x}[/tex] ⇒ x = 3

The percent error for the manager's estimate is 66.7%

Using this formula

Percent error=First day number of customers-Expected  customers/Expected customers×100

Let plug in the formula

Percent error=75 customers-45 customers/45 customers×100

Percent error=30 customers/45 customers×100

Percent error=66.66%

Percent error=66.7(Approximately)

Inconclusion  the percent error for the manager's estimate is 66.7%.

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Answer:

[tex]\sqrt49[/tex]

Step-by-step explanation:

Knowing that: A rational number is a number that is in the form of p/q, which  p and q are integers, and q whom is not equal to 0. Any number that can be written as a ratio (or fraction) of two integers is a rational number.49 is a rational number because it can be expressed as the quotient of two integers: 49 ÷ 1.

Hence, the answer is [tex]\sqrt 49[/tex]

`Lenvy~

Answer:

10,293

Step-by-step explanation:

↬ Multíplícαtíσn prσpєrtч σf thє tєrmѕ wíth ѕαmє вαѕє -

[tex] \qquad \sf \Rightarrow {x}^{a} \times {x}^{b} = {x}^{a + b} [/tex]

[tex]\rule{7cm}{1 mm}[/tex]

❑ Nσw lєtѕ αpplч thє prσpєrtч ín gívєn quєѕtíσn

[tex] \qquad ➫ \: \sf2p {}^{ - 4} \times 3 {p}^{2} \times 2 {p}^{0} [/tex]

[tex] \qquad ➫ \: \sf (2 \times 3 \times 2)(p {}^{ - 4} \times {p}^{2} \times 1)[/tex]

[ p⁰ = 1 ; exponent 0 on any numвєr has value 1 ]

[tex] \qquad ➫ \: \sf 12(p {}^{ - 4 + 2} )[/tex]

[tex] \qquad ➫ \: \sf 12p {}^{ - 2} [/tex]

I hσpє чσu undєrѕtσσd thє prσcєdurє, lєt mє knσw ɪf чσu hαvє αnч dσuвtѕ ~

[tex]\rule{7cm}{1 mm}[/tex]

[tex]\qquad \qquad\huge \dag \: \normalsize \sf \boxed{ \underline{ǤríʍɌεαƿєr}} \: \huge \dag[/tex]

The number of ways there are to form the teams so that Alice and Andrew are on opposite teams is 2 ways.

Since Alice, Andrew, and six other students are to be divided into two teams of four people, and we require the number of ways to form the teams so that Alice and Andrew are on opposite teams, this is a combination question since order doesn't matter.

For the first team of 4, if Alice takes the first position, then there are 3 positions left to be occupied by the remaining 3 persons.

So, the number of ways of combining this team is n = 1 × ³C₃

= 1 × 1

= 1 way

Also, for the second team of 4, if Andrew takes the first position, then there are 3 positions left to be occupied by the remaining 3 persons.

So, the number of ways of combining this team is N = 1 × ³C₃

= 1 × 1

= 1 way

So, the number of ways teams can be formed so that Alice and Andrew are on opposite teams is N' = n + N

= 1 + 1

= 2 ways

So, the number of ways there are to form the teams so that Alice and Andrew are on opposite teams is 2 ways.

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Answer:

It goes by 5 i think so.

Step-by-step explanation:

Answer:

choice D

a function is loosely defined as having one output for each input. in real people words, the x value can't repeat

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

Explanation:

The notation

P( Take the bus | Junior)

is the same as writing

P( Take the bus given Junior)

I replaced the vertical bar with the word "given".

Since we're given that the person is a Junior, this means we only focus on the Juniors. There are 13+20+2 = 35 Juniors and 20 of them take the bus.

20/35 = 0.5714 approximately which rounds to 0.57

This says about 57% of the Juniors take the bus.

The probability of P(take the bus/Juniors)  is 0.57 or in percentage is 57%.

It is a branch of mathematics that deals with the occurrence of a random event.

We have to find the probability of who take the bus and they are juniors

P(take the bus/Juniors)

From the table, let us find the total number of juniors

Among juniors 13 students drive to school, 20 takes the bus and 2 come by walk

Total Juniors = 13+20+2

=35

P(take the bus/Juniors) = 20/35

Divide twenty by thirty five

=0.57

Hence, the probability of P(take the bus/Juniors)  is 0.57 or 57%.

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Answer:

The answer is C.Standard Form. The rest are used when graphing. Hope this helps!

Let's verify all options to see which is correct.

This equation is not in point-slope form because if we compare the given equation with the formula, they both will be in different forms.

Henceforth, this equation is not in point-slope form.

This equation is not in slope intercept form because if we compare the given equation with the formula, they both will be in different forms.

Henceforth, this equation is not in slope intercept form.

This equation is in standard form because if we compare the given equation with the formula, they both will be in similar forms.

Henceforth, this equation is in standard form.

This equation is not in general form because if we compare the given equation with the formula, they both will be in different forms.

Henceforth, this equation is not in slope intercept form.

Answer:

Step-by-step explanation:

Relationship Equation between time and shrimps cleaned : S = 4T; Relationship is inversely proportional; Unit rate of change = 4

Given : 4 Shrimps cleaned every minute.

So, Shrimps cleaned 'S' = 4 times minutes taken 'T' ; S = 4T

The relationship between variables is proportional, as the dependent variable (shrimps) is constant multiples times the independent variable (time), & their ratio remains constant.

It is directly proportional, as both variables (shrimps & time)  move in same direction. One variable increase or decrease, other variable same respectively.

Graph in this case is upward sloping curve from origin, because of  direct proportional relationship respectively.

Unit rate of change denotes constant magnitude of change in a variable with other variable. It is 4 in this case, as time increases the shrimps.