Subtract.

(9x + 7) - (x+3) = ?​

Answer:

[tex]m\angle 1=95^{\circ}[/tex]

Step-by-step explanation:

If we drew an auxiliary line parallel to line [tex]p[/tex] and line [tex]q[/tex] that intersects the vertex of [tex]\angle 1[/tex], we would form three angles, one of them being

The largest of these angles corresponds with the angle marked as [tex]148^{\circ}[/tex].

The angle on the bottom right corresponds with the angle next to the one marked as [tex]63^{\circ}[/tex]. Therefore, its measure is [tex]180-63=117^{\circ}[/tex].

Since there are [tex]360^{\circ}[/tex] in a circle, we can now write the following equation:

[tex]m\angle 1+117+148=360,\\m\angle 1=\fbox{$95^{\circ}\checkmark$}[/tex].

Answer:

95

Step-by-step explanation:

The way SkiffMacKinaw did this problem is the way it should be done. There is another way of doing it by extending both arms of <1 until they intersect p and q and solve the triangle hanging from p.

You then find the the angles of the triangle. The vertex angle is the supplement to <1.

This method works but it is not nearly as elegant as the original answer. This is one of the best awarded Brainliests I've seen lately.

Answer:

6

Step-by-step explanation:

[tex]\frac{3}{4}[/tex]÷[tex]\frac{1}{8}[/tex]

[tex]=\frac{3}{4} \times \frac{8}{1}[/tex]

[tex]=\frac{3\times8}{4\times1}[/tex]

[tex]=\frac{24}{4}[/tex]

[tex]=\frac{24/4}{4/4}[/tex]

[tex]=6[/tex]

Answer:

x=5/26

Step-by-step explanation:

5/2x+2=3.5

5/2x+2=3×5

5/2x=15-2

5/2x=13

5=26x

5/26=x

x=5/26

hope this help if you want a better explanation I'll explain in the comments or something

Answer:

194.06

Step-by-step explanation:

£313 decreased by 62% is £118.94

In order to determine the answer, the first step to take is to determine the value of 62% of £313.

Value of 62% = 62% x £313

0.62 x £313 = £194.06

The second step is to subtract the value of 62% of £313 from £313

£313 - £194.06 = £118.94

In order to decrease £313 by 62%, the first step is to determine the value of 62% of £313 and then subtract the value gotten from the previous step from £313.

A similar answer was solved here: https://brainly.com/question/18837466?referrer=searchResults

Answer:

n=11

Step-by-step explanation:

Permutations

The formula to calculate permutations is:

[tex]\displaystyle nPm=\frac{n!}{(n-m)!}[/tex]

We know nP3=990. Substituting:

[tex]\displaystyle nP3=\frac{n!}{(n-3)!}=990[/tex]

Expanding the factorial in the numerator:

[tex]\displaystyle \frac{n(n-1)(n-2)(n-3)!}{(n-3)!}=990[/tex]

Simplifying:

[tex]n(n-1)(n-2)=990[/tex]

This equation can be easily solved by inspection. The product of three consecutive numbers resulting 990. Starting from greatest to smallest, those numbers are 11,10, and 9, thus:

[tex]n(n-1)(n-2)=11*10*9[/tex]

It follows that n=11

Answer:

[tex]\left[\begin{array}{ccc}2&1&3\\1&2&2\\2&3&1\end{array}\right][/tex]  [tex]\left[\begin{array}{c}b&y&r\end{array}\right][/tex]   [tex]= \left[\begin{array}{c}1500&1225&1200\end{array}\right][/tex]

Step-by-step explanation:

Given

[tex]b = blue[/tex]

[tex]y = yellow[/tex]

[tex]r = red[/tex]

Required

Represent as a matrix

For Sammy:

[tex]2\ blue + 1\ yellow + 3\ red =1500[/tex]

So, we have:

[tex]2b + 1y + 3r = 1500[/tex]

[tex]2b + y + 3r = 1500[/tex]

For Jamie:

[tex]1\ blue + 2\ yellow + 2\ red =1225[/tex]

So, we have:

[tex]1b + 2y + 2r = 1225[/tex]

[tex]b + 2y + 2r = 1225[/tex]

For Yvonne:

[tex]2\ blue + 3\ yellow + 1\ red =1200[/tex]

So, we have:

[tex]2b + 3y + 1r = 1200[/tex]

[tex]2b + 3y + r = 1200[/tex]

The system of equations are:

[tex]2b + y + 3r = 1500[/tex]

[tex]b + 2y + 2r = 1225[/tex]

[tex]2b + 3y + r = 1200[/tex]

To represent as a matrix, we have:

[tex]\left[\begin{array}{ccc}b_1&y_1&r_1\\b_2&y_2&r_2\\b_3&y_3&r_3\end{array}\right][/tex]  [tex]\left[\begin{array}{c}b&y&r\end{array}\right][/tex]  [tex]= \left[\begin{array}{c}Total_1&Total_2&Total_3\end{array}\right][/tex]

This gives:

[tex]\left[\begin{array}{ccc}2&1&3\\1&2&2\\2&3&1\end{array}\right][/tex]  [tex]\left[\begin{array}{c}b&y&r\end{array}\right][/tex]   [tex]= \left[\begin{array}{c}1500&1225&1200\end{array}\right][/tex]

Answer:

okogfyuijsudiwgsydjhdbdjwnwbwv

Answer:

94hhfgkifc llo gfc bbn jdcjkydcjkufv

Answer:

-60

Step-by-step explanation:

(plug in x= -1 and y= -3)

your equation will look like this-

5 ((-1)2-7+(-3))

solve using PEMDAS

Answer:

D. a rectangle

Step-by-step explanation:

Answer:

ok

Step-by-step explanation:

hmm chemistry nice bro

Answer:

144

Step-by-step explanation:

12 inches by 12 inches is 144. quick mafs

Answer:

144

Step-by-step explanation:

Answer:

when you do 15×528 you get 7920 books

Answer:

Correct answers: Part A: Moe = 2500 + 125n and Meo = 2000 + 150n. Part B: oe: 12 machines; eo: 14 machines. Part C: 20 machines or higher.

PARCC evidence statement(s) tested: HS.D.1-1:

Solve multi-step contextual problems with degree of difficulty appropriate to the course, requiring application of knowledge and skills articulated in 7.RP.A, 7.NS.3, 7.EE, and/or 8.EE.

The evidence statement above references mainly Math Practice 4 in the Common Core:

[MP.4] Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. … By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

It may also reference other standards of mathematical practice, including MP.1 (make sense of problems and persevere in solving them), MP.2 (reason abstractly and quantitatively), and MP.5 (use appropriate tools strategically).

The question requires students’ prior understanding of the eighth-grade Common Core standard 8.EE.C, found under Expressions and Equations (analyze and solve linear equations and pairs of simultaneous linear equations), which states that they should be able to [EE.C.7] “solve linear equations in one variable” and [EE.C.8] “analyze and solve pairs of simultaneous linear equations.”

Note that the PARCC question referenced here simply uses understanding of these standards from eighth grade, considering this understanding to be securely-held knowledge. The PARCC question in Algebra 1 tests students’ ability to model with mathematics, as referenced in Math Practice 4.

Step-by-step explanation:

Answer:

B. not a function

Step-by-step explanation:

A function is a set of data in which no x values repeat, but where y values may or may not repeat.

Answer:

p=500

Step-by-step explanation:

The value of p is 500 in the equation  100+0.05p=0.25p.

Two algebraic expressions having same value and symbol '=' in between are called as an equation.

Given:

The equation,

100+0.05p=0.25p

To solve the equation:

Simplify the equation,

100 = 0.25p - 0.05p

0.20p = 100

p = 100/0.20

p = 500

Therefore, 500 is the value of p.

To learn more about the equation;

https://brainly.com/question/12788590

#SPJ6

It will take 20 hours to fill the 920-gallon water in the pool if Daniel began filling an empty swimming pool at 8:30 a.M. After 5 hours, the pool contained 230 gallons of water.

Fraction number consists of two parts one is the top of the fraction number which is called the numerator and the second is the bottom of the fraction number which is called the denominator.

We have:

After 5 hours the pool filled with 230 gallons

Let's suppose that after x hours the pool will fill with 920 gallons

After x hours the pool filled with 920 gallons.

As the water input contained at a constant rate

So the value of x can be evaluated:

[tex]\rm x = \frac{920\times5}{230}[/tex]

x = 20 hours

Thus, it will take 20 hours to fill the 920-gallon water in the pool if Daniel began filling an empty swimming pool at 8:30 a.M. After 5 hours, the pool contained 230 gallons of water.

Learn more about the fraction here:

brainly.com/question/1301963

SPJ2

Answer:

6x - 9 = y

x - (-1.5)

x - (-1.5) = y

Step-by-step explanation:

Answer:

Step-by-step explanation:

4/3(6y+21)-17=43

move all terms to the left:

4/3(6y+21)-17-(43)=0

Domain of the equation: 3(6y+21)!=0

y∈R

We add all the numbers together, and all the variables

4/3(6y+21)-60=0

You multiply all the terms by the denominator

-60*3(6y+21)+4=0

multiply elements

Answer:

x≤16

Step-by-step explanation:

Answer:

x=16

Step-by-step explanation:

2x-4<28

add 4

2x=<32

divide by 2

32 is greater than or equal to 16

[tex]▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪[/tex]

When n = 7

hence, the given expression is equal to 10, when n = 7

Answer:

no sé eres tú

Step-by-step explanation:

Answer:The product is a non-repeating non terminating decimal. Think it is.

Step-by-step explanation:

Answer:

It is a non repeating non terminating decimal.

Step-by-step explanation:

Answer:

No we see that x= 3 goes to 11 and so does x= 6

To be a function each x must correspond to a distinct y

Answer:

Scale factor is 3.

Step-by-step explanation:

Answer:

1/3

Step-by-step explanation:

The scaled factor is basically the multiplier of which the shape has been transformed. As you can see on the shape from figure A to figure B, the numbers have been divided by 3. 9/3=3, 3.6/3=1.2

Hope this helps you!

Answer:

6 : 16, 12 : 32 and 18 : 48.

Step-by-step explanation:

Therefore, the three equivalent ratios of 3 : 8 are 6 : 16, 12 : 32 and 18 : 48.

Answer: yes Jim is correct

Each side of the quadrilateral is congruent. Then the quadrilateral is known as the rhombus.

The quadrilateral has four sides and four angles. The sum of internal angles is 360 degrees.

If all the sides of the quadrilateral are congruent then the quadrilateral may be a square or rhombus.

If none of the angles of that quadrilateral is equal to 90 degrees. Then the quadrilateral is known as a rhombus.

Jim is experimenting with a new drawing program on his computer. He created quadrilateral TEAM with coordinates T(- 2, 3), E(- 5, - 4), A(2, - 1) , and M(5, 6) .

The diagram is given below.

From the diagram, each side of the quadrilateral is congruent. Then the quadrilateral is known as the rhombus.

More about the quadrilateral link is given below.

https://brainly.com/question/13805601

#SPJ2