Answer:
[tex]32000( {1.07}^{x} ) > 75000[/tex]
The required inequality represents the worth of the car more than $75,000 is 32000[1.07]ˣ > 75000.
Given that,
A vintage car costs $32,000 when purchased. The car increases in value by approximately 7% at the end of each year, x, after it is purchased.
Inequality can be defined as the relation of the equation containing the symbol of ( ≤, ≥, <, >) instead of the equal sign in an equation.
Here,
According to the question,
The relationship of the cost of the car after x year,
= 32000[1 + 0.07]ˣ
= 32000[1.07]ˣ
Now, this cost should be more than $75000
So,
32000[1.07]ˣ > $75000
Thus, the required inequality represents the worth of the car more than $75,000 is 32000[1.07]ˣ > 75000.
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how many 3 fourths can you cut from a 6 in a half ft ribbon? explain
Answer:Half of 51/8 is 51/16 (you multiply 51/8 by 1/2 and that is your answer.)
Now back to mixed number
51/16 = 3 3/16
So final answer is 3 3/16.
Step-by-step explanation:
To find half of 6 3/8.
6 3/8 is a mixed number.
First will change into fraction.
6 3/8 = ((8*6)+3)/8 = 51/8
(Convert the mixed number 6 3/8 into an improper fraction first by multiplying the denominator (8) by the whole number part (6) and add the numerator (3) to get the new numerator. Place the new numerator (51) over the old denominator (8).)
Write an algebraic expression for the length of QR
The algebraic expression for the length of QR is 5y+20.
Given that The algebraic expression for the length of PR is 13y+25 , The algebraic expression for the length of PQ is 8y+5 and asked to find The algebraic expression for the length of QR.
The algebraic expression for the length of PR is 13y+25
PR=PQ+QR
⇒The algebraic expression for the length of PR =The algebraic expression for the length of PQ + The algebraic expression for the length of QR
QR=PR-PQ
⇒The algebraic expression for the length of QR=The algebraic expression for the length of PR - The algebraic expression for the length of PQ
⇒The algebraic expression for the length of QR=13y+25 - 8y+5
⇒The algebraic expression for the length of QR=5y+20
Therefore,The algebraic expression for the length of QR is 5y+20.
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In a class of 25 students, 12 are boys. what part of class is boys? girls?
Give the number of terms in the algebraic expression and also give the numerical coefficient of the second term.
-3 a + 30b
Answer:
2 termssecond coefficient: 30Step-by-step explanation:
You want the number of terms and the second coefficient in the expression ...
-3a +30b
TermsIn a simplified polynomial expressed as a sum of products, each of the products is a "term." This expression has two terms:
-3a30bThe sign separating terms in the sum is generally considered to be part of the following term. If this were written 30b -3a, one of the terms would still be -3a.
CoefficientIf each variable value is set to 1 in a term of a polynomial expression, the resulting value is the coefficient of that term. In general, this will be the numerical multiplier of the variables.
30b = 30(1) = 30 . . . . . when b=1
The coefficient of the second term is 30.
Before Valentine's Day, a store bought 58 boxes of chocolates. There were 65 chocolates in each box. How many chocolates did the store buy? chocolates
Answer:
The equation would be:
58 times 65
The answer:
3,770
Step-by-step explanation:
Given P||Q and T is a transversal, which of the
following justifies <1 = 25?
A Corresponding Angles Postulate
B. Alternate Interior Angles Theorem
c. Consecutive Interior Angles Theorem
D. Alternate Exterior Angles Theorem
If P||Q and T is a transversal, then ∠1=∠5 can be justified through Corresponding angle postulate. Thus, correct option is option A.
The Corresponding angle postulate states that if two lines are drawn on plane which are parallel to each other and dissected by a line passing through them at any angle then the corresponding angle of both the parallel lines will be equal to each other and hence would be congruent.
Here, P||Q and P and Q are dissected by the line T at some angle therefore to prove that ∠1=∠5 we go by the following steps:
∠4=∠5 as they are alternate interior angles.
and ∠1=∠4 as they are vertically opposite angles.
Thus, ∠1=∠5 and they are corresponding angles.
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Answer:A is the answer
Step-by-step explanation: I took the test and got it right!
If w # 0, what is the additive inverse of the
expression below?
A. -3w
B.-w/3
C. 3w
D. 3/w
The additive inverse of the expression -3/w is 3/w
How to determine the additive inverse?The expression is given as:
-3/w
The law of additive inverse states that
For an expression x, the additive inverse is -x
This means that the additive inverse of the expression -3/w is 3/w
Hence, the additive inverse of the expression -3/w is 3/w
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If w≠0, what is the additive inverse of the expression below? -3/w
Please explain Y is the midpoint of line segment XZ
Answer:
d
Step-by-step explanation:
(1,8) is the coordinates of midpoint so ×2 and - one of the x z is ok
1×2 -(-10) = 12
8×2-(-12) = 28
Vera uploaded a hilarious video of a squirrel to a funny videos website. It was viewed 320320320 times on the first day. Each day since then, the number of views was 25\%25%25, percent more than the day before.
Let f(n)f(n)f, left parenthesis, n, right parenthesis be the number of views Vera's video got on the n^\text{th}n
th
n, start superscript, start text, t, h, end text, end superscript day since she uploaded it.
fff is a sequence. What kind of sequence is it?
Solution : [tex]F(n)= (320) 1.25^{n-1}[/tex]
In Maths, Geometric Progression (GP) is a type of sequence where each succeeding term is produced by multiplying each preceding term by a fixed number, which is called a common ratio. This progression is also known as a geometric sequence of numbers that follow a pattern. Also, learn arithmetic progression here. The common ratio multiplied here to each term to get a next term is a non-zero number. An example of a Geometric sequence is 2, 4, 8, 16, 32, 64, …, where the common ratio is 2.
A geometric progression or a geometric sequence is the sequence, in which each term is varied by another by a common ratio. The next term of the sequence is produced when we multiply a constant (which is non-zero) by the preceding term. It is represented by:
a, ar, ar2, ar3, ar4, and so on.
Where a is the first term and r is the common ratio.
Note: It is to be noted that when we divide any succeeding term from its preceding term, then we get the value equal to the common ratio.
Suppose we divide the 3rd term by the 2nd term we get:
ar2/ar = r
In the same way:
ar3/ar2 = r
ar4/ar3 = r
General Form of Geometric Progression
The general form of Geometric Progression is:
a, ar, ar2, ar3, ar4,…, arn-1
Where,
a = First term
r = common ratio
ar^(n-1) = nth term
On the first day, the video was viewed = 320 times.
the number of views was 25% more than the day before which means increasing 1.25 per day.
G.P.
Where common ratio r = 1.25
First term = f(1) = 320
The formula of nth term in G.P. =
[tex]F(n)= f(1) r^{n-1}[/tex]
So, nth term of the given situation :
[tex]F(n)= (320) 1.25^{n-1}[/tex]
Where f(n) denotes the number of views on an nth day.
[tex]F(n)= (320) 1.25^{n-1}[/tex]
So, the number of views Vera's video got on an nth day =
[tex]F(n)= (320) 1.25^{n-1}[/tex]
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help please the question is in the picture need done ASAP will give brainilist
For the given system of inequalities, x represents the number of brownies and y the number of cookies.
And the graph can be seen in the image below.
What each variable represents?Here we have the system of inequalities:
4x + 6y ≥ 200
x + y < 75.
We know that they want to make less than 75 items, that is what the second inequality:
x + y < 75.
Represents.
We also know that each brownie costs $4, and each cookie costs $6, then the expression:
x*4 + y*6
Represents the revenue for selling x brownies and y cookies, and because they want to earn at least $200, the inequality becomes:
x*4 + y*6 ≥ 200
So we conclude that x represents the number of brownies and y the number of cookies.
Now the system is:
4x + 6y ≥ 200
x + y < 75.
To graph it, you just need to graph both the lines and shade the indicated region, we can write the inequalities sa:
y ≥ (200 - 4x)/6
y < 75 + x
Just graph these two lines, for the first one you need to use a solid line and shade the region above the line, for the second, a dashed line and you need to shade the region below the line. The graph can be seen below.
The solutions to the systems are in the region where both shaded parts intersect.
There we can see that the point x = 20 and y = 20 (among a lot of other ones) is a solution to the system.
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If f(x) = 4x - 3 and g(x) = x + 4, find (f- g)(x).
Answer:
(f-g)=3x-7
Step-by-step explanation:
First find f-g
4x-3 - x+4
This becomes 3x-7
SOMEBODY PLEASE HELP HOLY SH1T WHAT DO I CIRLCE
Answer:
1. p, 7p, -4p, and 5p
2.2uv to the second power, and uv to the second power
Step-by-step explanation:
Compare √5 and 3.1. Which one is greater
Answer:√5
Step-by-step explanation:
√5 = 2.23...
Answer:
3.1
Step-by-step explanation:
Square root means what number multiplied by another equals the number you need to square (2 then 2nd square root button on calculator.
square root of 5 is 2.2360679775 and 3.1 is greater so 2.2360679775<3.1
someone help me on this one
Answer:
I think the answer is B.
Step-by-step explanation:
Hope this helps!
Huilan is 11 years younger than Thomas. The sum of their ages is 31. What is Thomas's age?
years old
Answer:
21
Step-by-step explanation:
Answer:
21
Step-by-step explanation:
Huilan: x-11
Thomas: x(Assume)
Their Sum = 31
Huilan+Thomas = 31 ...(1)
Possible Equation: x+x-11= 31 ...(2)
Solved:
2x-11= 31
2x = 31+11
x = 42/2
x = 21
Therefore, Thomas' Age is 21.
What is the line called that intersects lines l and m in the picture above?
(Click document to see image.)
Answer: It's just a line
Step-by-step explanation:
Find the number that makes the ratio equivalent to 4:1
8:
- - - - - - - - - - - - - - - - - - - - - - - -
Work below!
- - - - - - - - - - - - - - - - - - - - - - - -
This ratio is simply doubled. Here's how I did it:
8 / 4 = 2, so it's multiplied by 2.
1 x 2 = 2, therefore the answer is 8:2!
- - - - - - - - - - - - - - - - - - - - - - - -
Hope this helped! :)
(Please consider leaving a Brainliest!)
~pinetreee
3x - 7x-16 = - 4x + 5 - 16
Answer:
no solution
Step-by-step explanation:
3x - 7x - 16 = -4x + 5 - 16
combine like terms
-4x - 16 = -4x - 11
move the terms with variables to one side and constants to the other
add 4x to move it
-4x + 4x = 0
-16 = - 11
this is not possible so there is no solution
Answer:
0=5
Step-by-step explanation:
3x - 7x - 4x + 5 - 16
-4x - 16 = -4x + 5 -16
-4x - 16 = -4x -11
-4x -16 + 16 = -4x - 11 + 16
-4x = -4x + 5
-4x + -4x = -4x + 5 + 4x
combine like terms
repeat that
0 = 5
please correct me if I'm wrong
The length of a rectangle is 6 mi. less than 2 times the width. If the perimeter of the rectangle is 54 mi., find the length and the width.
(Hint - The perimeter of a rectangle is given by: P=2L+2W )
PLSS HELP
Station G: Long Jump'
The track and field coach has to select a girl for the long jump at the regional championship. Three girls are in
contention. The results of a school jump-off, in meters, are given in the accompanying table
1. Who do you think should go to the championship? Write a letter to the coach with your decision and an
explanation of your reasoning.
Using the mean concept, it is found that due to the highest average, Priya should go to the championship.
What is the mean?The mean of a data-set is given by the sum of all observations in the data-set divided by the number of observations.
Each of the girls had 6 jumps, and their means all given as follows:
Elena: (3.25 + 3.95 + 4.28 + 2.95 + 3.66 + 3.81)/6 = 3.65.Jada: (3.55 + 3.88 + 3.61 + 3.97 + 3.75 + 3.59)/6 = 3.73.Priya: (3.67 + 3.78 + 3.92 + 3.62 + 3.85 + 3.73)/6 = 3.76.Due to the highest average, Priya should go to the championship.
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y = 6x – b
–3x + StartFraction one-half EndFractiony = –3
b =
2
4
6
8
Simplify the expression
Answer:
Step-by-step explanation:
Factor out 2 of 12: (2(6x)-6)/2
Factor out 2 of -6: (2(6x)+2*-3)/2
.......
Final = 6x-3
the line y = 3x + 4 and y = ax + 2 are parallel if a=
Answer:
a =3
Step-by-step explanation:
The number before the x is the slope. Parallel lines have the same slope.
Answer:
Step-by-step explanation:
three times the number which is two less than x is nine
The expression of the mathematical statement is 3y - 2 + x = 9
How to determine the expression?The mathematical statement is given as
Three times the number which is two less than x is nine
Let the number be y
So, we have
Three times y which is two less than x is nine
Express as an equation
Three times y which is two less than x = 9
Represent the statements as an expression
So, we have
3y - 2 + x = 9
Hence, the expression of the mathematical statement is 3y - 2 + x = 9
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can someone derive f(x) = x using first principles method. Like I know the answer is 1 and can do it by power rule but i cannot get that answer for the life of me using first principles method.
fyi first principles function is in the pic
The derivation by definition of f(x) = x, that is, f'(x) = 1, is found in this problem.
How to find the derivative of function f(x) by the definition?The derivative is given by:
[tex]f^{\prime}(x) = \lim_{h \rightarrow 0} \frac{f(x + h) - f(x)}{h}[/tex]
For this problem, we have that:
f(x) = x.f(x + h) = x + h.Hence:
[tex]f^{\prime}(x) = \lim_{h \rightarrow 0} \frac{x + h - x}{h}[/tex]
[tex]f^{\prime}(x) = \lim_{h \rightarrow 0} \frac{h}{h}[/tex]
[tex]f^{\prime}(x) = \lim_{h \rightarrow 0} 1[/tex]
The limit of a constant is the constant, hence f'(x) = 1.
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Example 1 ans needed
We are given a linear function:
f(x) = 2 x + 3
We are also given the domain of the function as:
Domain = (-4, 5)
We need to find the range of the function and draw its graph.
For x = -4, the value of function will be:
f( -4) = 2 (-4) + 3
f( -4) = - 8 + 3
f( -4) = - 5
For x = 5, the value of function will be:
f( 5) = 2 (5) + 3
f( 5) = 10 + 3
f( 5) = 13
So, the range will become:
( -5, 13)
The graph of the function with points:
x y
1 5
2 7
3 9
Therefore, we get that, the range of the function f(x) = 2 x + 3 will be ( -5, 13).
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describe a real-life situation that could be represented by the expression 3+2x6
Answer:
"Margaret is at a birthday store. She wants to buy 3 candles and 2 balloons. She then realizes that she wants to throw an even bigger surprise party, so she buys 6 fold of her original items. How many candles and balloons did she buy in split amounts?"
Point F is on line segment EG. Given EG = 12 and FG = 8, determine the length
EF.
Given that Point F is on line segment EG, the Length of segment EF is 4.
What is the numerical length of segment EF?A line segment is simply part of the line that connects 2 points.
Given the data in the question;
Point F is on line segment EGSegment EG = 12Segment FG = 8Length of segment EFSince Point F is on line segment EG, length of segment EG equals the sum of length of segment EF and length of segment FG.
Length of segment EG = Length of segment EF + Length of segment FG
Hence;
12 = Length of segment EF + 8
Subtract 8 from both sides and simplify
12 - 8 = Length of segment EF + 8 - 8
12 - 8 = Length of segment EF
4 = Length of segment EF
Length of segment EF = 4
Given that Point F is on line segment EG, the Length of segment EF is 4.
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2/5a - 3/4b =c solve for a
The equation (2/5)*a - (3/4)*b = c solved for the variable a is:
a = (5/2)*(c + (3/4)*b)
How to solve the equation for a?Here we have the equation:
(2/5)*a - (3/4)*b = c
Where a, b, and c are variables.
Here we want to solve this equation for the variable a, this means that we need to isolate that variable in one side of the equation, so let's do that.
First, we need to remove the other term, then we can add its opposite in both sides of the equation so we get:
(2/5)*a - (3/4)*b + (3/4)*b = c + (3/4)*b
(2/5)*a = c + (3/4)*b
Now we need to remove the factor that multiplies the variable, we can do that by multiplying both sides of the equation by its inverse, whic is 5/2, if we do that we will get:
(5/2)*(2/5)*a = (5/2)*(c + (3/4)*b)
a = (5/2)*(c + (3/4)*b)
This is the equation solved for the variable a.
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Do the shapes with the same volume always have the same surface area?
Answer:
No.
Step-by-step explanation:
They can't have the same surface area, because the surface area is a 2-dimensional measure of a 3-dimensional object(for the most part), while the volume is 3-dimensional, so they would not share the same surface area due to them being mostly different structures despite having the same amount of cubic units.
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