Solve this system of linear equation.Separate the x- and y-values with comma. 4x+9y =-3 8x+12y=12

Answer:

C

Step-by-step explanation:

Substitute 2x into the equation where x is located. G(x)= (2x)^2=4x^2. This will be a graph which has been vertically stretched has a very steep curve to it facing up. It is C.

Answer:

C

Step-by-step explanation:

[tex]2\sqrt{10}[/tex]

1. Use Distance formula

Important to use distance formula in such problems, so keep this formula memorized for future use.

The formula to find distance amongst two points is

[tex]\sqrt{(x^2-x^1)^2 + (y^2 - y1)^2}[/tex]

2. Plug in the numbers into the formula:

1 -(-1)^2 + 3 - (-3)^2

[tex]2^2=4[/tex]

[tex]6^2 = 36[/tex]

36 + 4 = 40

3. Find the square root of 40.

[tex]\sqrt{40}[/tex]

Simplify further:

[tex]2\sqrt{10}[/tex]

The distance between two points (-1, -3) and (1, 3) in a 2-dimensional Cartesian system is √40 units or approximately 6.32 units.

The subject of this question relates to finding the distance between two points in a 2-dimensional Cartesian system. This can be done using the distance formula: d = √[(x₂ - x₁)² + (y₂ - y₁)²]. That is the square root of the sum of the squares of the differences of the x-coordinates and the y-coordinates of the two points respectively.

Here, we have points (-1, -3) and (1, 3). Substituting into the distance formula, we get:
d = √[(1--1)² + (3--3)²]
= √[(2)² + (6)²] = √[4 + 36] = √40
So the distance between the points (-1, -3) and (1, 3) is √40 units, which is approximately 6.32 units.

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Answer:

Step-by-step explanation:

The formula of a distance between two points:

[tex]d=\sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

ΔABC:

A(2, 5), B(5, 5), C(5, 9)

[tex]AB=\sqrt{(5-2)^2+(5-5)^2}=\sqrt{3^2+0^2}=\sqrt{9+0}=\sqrt9=3\\\\AC=\sqrt{(5-2)^2+(9-5)^2}=\sqrt{3^2+4^2}=\sqrt{9+16}=\sqrt{25}=5\\\\BC=\sqrt{(5-5)^2+(9-5)^2}=\sqrt{0^2+4^2}=\sqrt{0+16}=\sqrt{16}=4[/tex]

ΔDEF:

D(-7, 8), E(-4, 8), F(-4, 4)

[tex]DE=\sqrt{-4-(-7))^2+(8-8)^2}=\sqrt{3^2+0^2}=\sqrt{9+0}=\sqrt9=3\\\\DF=\sqrt{(-4-(-7))^2+(4-8)^2}=\sqrt{3^2+(-4)^2}=\sqrt{9+16}=\sqrt{25}=5\\\\EF=\sqrt{(-4-(-4))^2+(4-8)^2}=\sqrt{0^2+(-4)^2}=\sqrt0+16}=\sqrt{16}=4[/tex]

AB ≅ DE

AC ≅ DF

BC ≅ EF

Therefore ΔABC ≅ ΔDEF

Since [tex]T_n[/tex] is arithmetic, it's given recursively by

[tex]T_n=T_{n-1}+c[/tex]

where [tex]c[/tex] is a fixed number and [tex]T_1[/tex] is the starting term in the sequence. We have

[tex]T_n=T_{n-2}+2c[/tex]

[tex]T_n=T_{n-3}+3c[/tex]

and so on, so that

[tex]T_n=T_1+(n-1)c[/tex]

We're told that [tex]T_4=16[/tex], so

[tex]16=T_3+c[/tex]

and

[tex]T_5=16+c[/tex]

so that

[tex]T_3-T_5=(16-c)-(16+c)=-2c=6\implies c=-3[/tex]

Then the first term in the sequence is [tex]T_1[/tex]:

[tex]T_4=T_1+3(-3)\implies T_1=25[/tex]

and the sequence has general formula

[tex]T_n=25-3(n-1)\implies\boxed{T_n=28-3n}[/tex]

The first negative term occurs for

[tex]28-3n<0\implies28<3n\implies n>\dfrac{28}3[/tex]

[tex]\implies n=10[/tex]

The first negative term in the sequence is [tex]T_{10}=28-3\cdot10=\boxed{T_{10}=-2}[/tex].

Answer to this is 8. Letter B

Answer:

(2,8)

Step-by-step explanation:

Add them together to get rid of the y.

-6x = -4 - y

-7x = -22 + y

=

-13x = -26

Then solve for x.

-13x/-13 = -26/-13

x = 2

Now plug in the x value into either equation and solve for y.

-7(2) = -22 + y

-14 = -22 + y

-14 + 22 = -22 + 22 + y

8 = y

So...

x = 2

y = 8

(2,8)

Answer:

The solution is (-2, -16).

Step-by-step explanation:

-6x = -4-y  can be solved for y:  y = 6x - 4

-7x = -22 + y

In the second equation, substitute 6x - 4 for y:

-7x = -22 + 6x - 4

Grouping like terms:  0 = -22 + 6x + 7x - 4, or

                                   -26  = 13x

So x = -2.  If x = -2, we can obtain the value of y from y = 6x - 4 (see above).

y = 6(-2) - 4 = -16

The solution is (-2, -16).

Answer:

168

Step-by-step explanation:

you would times 3.75 by 82 and subtract the answer from 2071.50 and get 1764 then divide 1764 by 10.50 and get 168

Answer:

168 adult adult ticket were sold

Step-by-step explanation:

Hello

The tickets cost for adults is     $10.50

The tickets cost for students is $3.75

number of adult ticket sold:       A

number of student  ticket sold:  B

10.50A+3.75B=2071.50     Equation 1

B=82                                   Equation 2

replacing equation 2 in equation 1

10.50A+3.75(82)=2071.50

10.50A=2071.50-307.50

[tex]A=\frac{1764}{10.50} \\\\A=168\\\\\\[/tex]

168 adult adult ticket were sold

Have a great day.

f(g(x))  (you plug/substitute g(x) into x)

f(x) = 4x - √x

f(g(x)) = 4(g(x)) - √(g(x))      since g(x) = (x - 5)², you can do:

f(g(x)) = 4(x - 5)² - √(x - 5)²     The ² and √ cancel each other, leaving

f(g(x)) = 4(x - 5)² - (x - 5)      Next factor out (x - 5)² or (x - 5)(x - 5)

f(g(x)) = 4(x² - 10x + 25) - (x - 5)  Now distribute the 4 and the -

f(g(x)) = 4x² - 40x + 100 - x + 5   Simplify

f(g(x)) = 4x² - 41x + 105         Your answer is B

ANSWER

[tex]f(g(x)) =4{x}^{2} - 41x + 105 [/tex]

EXPLANATION

The given functions are:

[tex]f(x) = 4x - \sqrt{x} [/tex]

and

[tex]g(x) = {(x - 5)}^{2} [/tex]

To find

[tex]f(g(x)) = f( {(x - 5)}^{2} )[/tex]

[tex]f(g(x)) =4 {(x - 5)}^{2} - \sqrt{{(x - 5)}^{2} } [/tex]

We expand and simplify to obtain,

[tex]f(g(x)) =4 {( {x}^{2} - 10x + 25)} - (x - 5)[/tex]

[tex]f(g(x)) =4{x}^{2} - 40x + 100 - x + 5[/tex]

Combine similar terms to get;

[tex]f(g(x)) =4{x}^{2} - 41x + 105 [/tex]

The correct choice is B.

Answer:

246.61 feet (rounded to 2 decimal places)

Step-by-step explanation:

We multiply 3/4 with previous minute traveling.

Minute #1: travels 75 feet

Minute #2: travels (3/4)*75 = 56.25 ft

Minute #3: travels (3/4)(56.25) = 42.19 ft

Minute #4: travels (3/4)(42.1875) = 31.64 ft

Minute #5: travels (3/4)(31.64) = 23.73 ft

Minute #6: travels (3/4)(23.73) = 17.80 ft

So, in 6 minutes, the car travels  75 + 56.25 + 42.19 + 31.64 +23.73 + 17.80 = 246.61 feet.

6(2x-3)+4 = 16-(-18)

(6)(2x)+(6)(-3)+4 = 16+18

12+ -18+4 = 16+18

(12x)+(-18+4) = (16+18)

12x+ -14 = 34

12x-14 = 34

12x-14+14 = 34+14

12x = 48

12x/12 = 48/12

x = 4

ANSWER

[tex]( - \infty , - 7) \cup( - 7 , 0) \cup(0 , 7 )\cup(7 , + \infty )[/tex]

EXPLANATION

The given function is

[tex]h(x) = \frac{9x}{x( {x}^{2} - 49) } [/tex]

This function is defined for values where the denominator is not equal to zero.

[tex]x( {x}^{2} - 49) \ne0[/tex]

[tex]x(x - 7)(x + 7) = 0[/tex]

The domain is

[tex] x \ne - 7, x \ne0, \: and \: x \ne 7,[/tex]

Or

[tex]( - \infty , - 7) \cup( - 7 , 0) \cup(0 , 7 )\cup(7 , + \infty )[/tex]

The domain of the function h=9x/x(x^2-49) is x = -7, x = 7.

The domain of the function h = 9x/(x(x^{2}-49)) can be determined by considering the values of x that make the denominator non-zero. Since division by zero is undefined, we need to find the values that would make the denominator equal to zero. In this case, the denominator is x(x^{2}-49), which factorizes to x(x+7)(x-7). So, the values of x that make the denominator equal to zero are x=0, x=-7, and x=7.

However, we also need to consider that the function is undefined when cancelling out those values of x that would also make the numerator zero. In this case, x=0 would make the numerator zero, so it cannot be a part of the domain.

Therefore, the domain of the function h = 9x/(x(x^{2}-49)) is given by x = -7, x = 7.

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Answer:

12y-8

Step-by-step explanation:

so what you do is to distribute the 2 to both 6y and -4 so 2 times 6y is 12y and 2 times -4 equals -8

The equivalent expression for the given expression is 12y-8.

Equivalent expressions are expressions that work the same even though they look different. If two algebraic expressions are equivalent, then the two expressions have the same value when we plug in the same value for the variable.

The given expression is 2(6y-4)

= 12y-8

Therefore, the expression is equivalent to 2(6y-4)​ is 12y-8.

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ANSWER

[tex]x = \frac{\pi}{6} \: or \: x = \frac{5\pi}{6} [/tex]

EXPLANATION

The given trigonometric equation is

[tex]4 \sin ^{2} x - 4 \sin(x) + 1 = 0[/tex]

This is a quadratic equation in sinx.

We split the middle term to obtain,

[tex]4 \sin ^{2} x - 2 \sin(x) - 2 \sin(x) + 1 = 0[/tex]

Factor by grouping to get,

[tex]2 \sin(x) (2 \sin(x) - 1) - 1(2 \sin(x) - 1) = 0[/tex]

This implies that,

[tex](2 \sin(x) - 1)(2 \sin(x) - 1) = 0[/tex]

[tex] \sin(x) = 0.5[/tex]

This gives us,

[tex]x = \frac{\pi}{6} [/tex]

in the first quadrant.

Or

[tex]x = \pi - \frac{\pi}{6} [/tex]

[tex]x = \frac{5\pi}{6} [/tex]

in the second quadrant.

Answer:

x = [tex]\frac{\pi}{6}[/tex], [tex]\frac{7\pi}{6}[/tex],  [tex]\frac{11\pi}{6}[/tex].

Step-by-step explanation:

The given equation is 4 sin²x - 4 sin x + 1 = 0

(2sinx)² - 2(2sinx) + 1 = 0

(2sinx - 1 )² = 0

Sinx = [tex]\frac{1}{2}[/tex] ⇒ x = sin⁻¹ ( [tex]\frac{1}{2}[/tex])

So between the interval [0, 2π] value of x will be  [tex]\frac{\pi}{6}[/tex],  [tex]\frac{7\pi}{6}[/tex],  [tex]\frac{11\pi}{6}[/tex]

[Since sine is positive in 1st 3rd and 4th quadrant]

So value of x will be x =  [tex]\frac{\pi}{6}[/tex], [tex]\frac{7\pi}{6}[/tex],  [tex]\frac{11\pi}{6}[/tex].

Answer:

x = 1 + (i)5 and x = 1 - (i)5

Step-by-step explanation:

x^2-2x+26=0 can be rewritten by completing the square of x^2-2x, as follows:

x^2-2x+26=0

x^2-2x+ 1  - 1  +26=0 (this 1 comes from halving the coefficient of x (which is -2), obtaining -1, squaring the result, and then adding this 1 to and subtracting this 1 from x^2-2x)  →  x^2-2x+ 1  - 1  +26=0

Rewriting x^2-2x+ 1 as the square of a binomial, we get:

 (x - 1)²  - 1  +26=0, or  (x - 1)²  - 1  +26=0, or   (x - 1)² = -25

Taking the square root of both sides yields x - 1 = ±(i)5.

Thus, the roots are x = 1 + (i)5 and x = 1 - (i)5  (Answer C)

Answer:

There are a lot of combinations possible

Step-by-step explanation:

One of them would be that each roll of quarters is $10 and each roll of pennies is 50cents so she could have 12 rolls of quarters and 2 rolls of pennies

One of the possible combinations that Greta can have is 12 rolls of quarters and 2 rolls of pennies.

No. of quarters required to make $1 = 4 quarters

No. of coins in 1 roll of quarter = 40 coins = $10

If one roll of quarter is $10, then we can have 12 rolls which will give us $120.

Now we reached $120, we need $1 more to reach $121

No. of pennies to make $1 = 100 pennies

No. of coins in 1 roll of pennies = 50

So we need 2 rolls of pennies to make $1.

Hence, we need 12 rolls of quarters and 2 rolls of pennies to make $121.

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Answer:

56 oz

Step-by-step explanation:

1 pound = 16 ounces

16 * 3.5 = 56

3.5 pounds = 56 ounces

I hope I helped!

Let me know if you need anything else!

~ Zoe

16x3=48 half of 16 is 8 so 48+8=56 :)

Answer:

I think Christina caught 23 fish and Sarah caught 8 fish.

Step-by-step explanation:

If I did this right, we have to find the equation to represent this situation. Christina caught one less than 3 times as many as Sarah caught. Since we do not know how many Sarah has, we have to use a variable so let's go with x. One less than 3 times as many would be 3x - 1 because one less means subtracting 1 and 3 times means multiply by three. So we have x for Sarah and 3x - 1 for Christina. We add those together to get x + 3x - 1 = 31 (since they caught 31 fish, the total would be 31). We simplify it down to 4x - 1 = 31. Add one to both sides to cancel it out and we get 4x = 32. Divide by 4 on both sides and we get x = 8. Since Sarah was x, Sarah caught 8 fish. To find Christina we just plug in the 8. 3(8) -1. 3 times 8 is 24 and 24 minus 1 is 23. To check our answers we add 8 and 23 together which comes out to be 31.

Please correct me if I'm wrong! (Now I'm not sure what you mean by a 5D table but if this is right I hope it helps)

The number of fish caught by Sarah = 8

And, The number of fish caught by Christina = 23

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

Christina and Sarah went on a fishing trip and caught 31 fish.

Now,

Let number of fish caught by Sarah = x

So, The number of fish caught by Christina = 3x - 1

Here, Christina and Sarah went on a fishing trip and caught 31 fish.

Hence, We get;

⇒ x + (3x - 1) = 31

⇒ 4x - 1 = 31

⇒ 4x = 31 + 1

⇒ 4x = 32

⇒  x= 8

Thus, The number of fish caught by Sarah = x

                                                                  = 8

So, The number of fish caught by Christina = 3x - 1

                                                                   = 3×8 - 1

                                                                   = 23

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ANSWER

See below

EXPLANATION

To solve the triangle means to find all sides and angles.

The right triangle has an angle of 38 degrees and an opposite leg of 12 yards

The third angle is 90-38=52°

We use the sine ratio to find the hypotenuse, h.

[tex] \sin(38 \degree) = \frac{opposite}{hypotenuse} [/tex]

[tex] \sin(38 \degree) = \frac{12}{h} [/tex]

[tex]h = \frac{12}{ \sin(38) } [/tex]

[tex]h = 19.49[/tex]

The hypotenuse is 19.49 yards to the nearest hundredth.

We can find the adjacent leg using the cosine ratio.

[tex] \cos(38) = \frac{adjacent}{hypotenuse} [/tex]

[tex]\cos(38) = \frac{a}{19.49} [/tex]

[tex]a = 19.49 \cos(39) [/tex]

[tex]a = 15.36[/tex]

to the nearest hundredth.

The required fraction 40/32 simplifies to 5/4.

To simplify the fraction 40/32, we can find the greatest common divisor (GCD) of the numerator and denominator and divide both by it.

The prime factorization of 40 is 2³ * 5, and the prime factorization of 32 is 2⁵. The common factors between 40 and 32 are 2³, so the GCD is 2³ = 8.

Dividing both the numerator and denominator by 8, we get:

40/32 = (40 ÷ 8) / (32 ÷ 8) = 5/4

Therefore, 40/32 simplifies to 5/4.

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To simplify 40/32, find the greatest common divisor (GCD) of 40 and 32, which is 8. Divide both the numerator and the denominator by 8 to get the simplest form 5/4.

To simplify the fraction 40/32, we need to find the greatest common divisor (GCD) of the numerator (40) and the denominator (32). The GCD is the largest number that can evenly divide both the numerator and the denominator.

Thus, 40/32 simplified is 5/4.

Answer:

Second is the answer

Step-by-step explanation:

Slope = rise/run = y /x = m

Solve y to get y = mx

The slope of a line is rise over run, which would be Y over X.

The second answer is the correct one.

Kyle was 1 minute and 47 seconds faster in a 3-mile race yesterday compared to his normal running time.

Kyle's normal time is 23 minutes and 25 seconds, which is (23 * 60) + 25 = 1405 seconds. Yesterday, Kyle's time was 21 minutes and 38 seconds, which is (21 * 60) + 38 = 1298 seconds.

Now, we subtract the faster time from the normal time: 1405 seconds - 1298 seconds = 107 seconds.

Thus, Kyle was 107 seconds faster yesterday than his normal time. To put it back into minutes and seconds, we divide by 60:  107  \ 60 = 1 minute and 47 seconds.

So, Kyle was 1 minute and 47 seconds faster yesterday.

The answer is 6

Explaination:

Step-by-step explanation:

(-)(-) = (+)(+) = (+)

(-)(+) = (+)(-) = (-)

13 + (-12) - (-5) = 13 - 12 + 5 = 1 + 5 = 6

Answer:

Option D

Step-by-step explanation:

we now that

The increase of the temperature is equal to the absolute value of the difference of the temperatures

Let

x-----> the increase of the temperature

[tex]x=\left|-8-23\right|=31\°F[/tex]

or

[tex]x=\left|23-(-8)\right|=31\°F[/tex]

The expression to represent the increase in temperature is 23 - (-8). To find the increase in temperature, we subtract the initial temperature (-8) from the final temperature (23).

The expression to represent the increase in temperature is 23 - (-8).

To find the increase in temperature, we subtract the initial temperature (-8) from the final temperature (23).

Therefore, the correct expression is 23 - (-8).

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Answer:

make all the numbers have the same denominator, then simply see what multiplies to equal both fractions. your answer should be -3/10(1/5k+1)

Step-by-step explanation:

Answer: There are 48 students in the class.

Step-by-step explanation:

Let the number of students = S

Let the number of benches = B

If 4 students sit on each bench, 3 benches are left vacant.

S = 4(B - 3)

S = 4·B - 12 } Equation 1

If 3 students sit on each bench, 3 students still standing.

S = 3·B + 3 } Equation 2

We can match the two equations because they both indicate the same number of students.

4B - 12 = 3·B + 3

on solving this

4·B - 3·B = 3 + 12

B = 15 → number of benches

That is the number of benches, therefore substituting the value for B in equation 1

S = 4·B - 12 Equation 1

S = 4·15 -12

S = 60 - 12 = 48 → number of students

Answer: There are 48 students in the class.

There are 48 students and 15 benches.

If 4 students sit on each bench, 3 benches are left vacant.

48students ÷ 4students/bench = 12 benches are occupied and left 3 vacant benches.

If 3 students sit on each bench, 3 students still standing.

15benches * 3 students/bench = 45 students are sitting and 3 students remain standing.

[tex]\textit{\textbf{Spymore}}[/tex]​​​​​​

Final answer:

By creating a system of equations from the given conditions, the number of students in the class is calculated to be 48.

Explanation:

To find the number of students in the class based on the provided scenario, we can set up a system of equations based on the given conditions:

If 4 students sit on each bench, 3 benches remain empty.

If 3 students sit on each bench, 3 students remain standing.

Let's use B to represent the total number of benches and S to represent the total number of students. The first condition tells us that when 4 students sit on each bench, there are B - 3 benches filled, which means 4(B - 3) students are seated. The second condition implies that if 3 students sit on each bench, all the benches are filled, and 3 more students are still standing, which can be represented by 3B + 3.

Therefore, we can write two equations as follows:

4(B - 3) = S

3B + 3 = S

Since both expressions equal S, we can set them equal to each other:

4(B - 3) = 3B + 3

Simplifying this equation, we can find the number of benches (B), and then substitute back to find the number of students (S).

4B - 12 = 3B + 3

B = 3 + 12 = 15 benches

Now we substitute B into one of our original equations to find S:

S = 4(B - 3)

S = 4(15 - 3)

S = 4 × 12

S = 48 students

Therefore, there are 48 students in the class.

Answer:

2-2/3y

Step-by-step explanation:

First, you rearrange the equation, to get 3x=6-2y.

Then, you would divide all of the terms by 3, in order to get the value of x

x=2-2/3y

if this is some kind of riddle then i think its 5

Answer:

B

Step-by-step explanation:

A sum of cubes has the form

a³ + b³

8x³ = (2x)³ and 125 = 5³

Hence

8x³ + 125 = (2x)³ + 5³ ← a sum of cubes

The next term in the given sequence is 4

Given the sequence of values

93 27 14

The product of the two digits of each term will give the subsequent term. From the sequence given for instance;

93 = 9 * 3  = 27 (next term)

27 = 2 * 7 = 14 (3rd term)

For the next term;

14 = 1 * 4 = 4 (This will given the next term in the sequence)

Hence the next term in the sequence is 4

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Without additional context or a defined pattern, it's not possible to definitively determine the next number in the sequence 93, 27, 14. The sequence could potentially be arithmetic, geometric, quadratic, or even something more complex, but with only three terms provided, it's not possible to identify a clear pattern.

The given sequence in the question is 93, 27, 14. The solution to this sequence isn't immediately clear, as a standard mathematical pattern - such as addition, subtraction, multiplication, or division - doesn't seem to apply across all elements. Unfortunately, without additional context or a defined pattern to follow, it's not possible to definitively determine the next number in the sequence. Sequences can follow a vast array of potential patterns, including (but not limited to) geometric sequences, arithmetic sequences, quadratic sequences, or even patterns that incorporate elements of probability, set theory, or number theory.

For example, if we were looking for a simple arithmetic pattern in the given sequence, an initial glance might suggest that we are subtracting 66 and then 13 to find the second and third terms respectively. However, continuing this pattern does not result in a logical (-1) for the 'fourth' term in the sequence.

The sequence could also potentially be following a more intricate pattern - it could be geometric (each term multiplied or divided by a consistent number), quadratic (based on square or cube numbers), or even something more complex. However, with only three terms provided, it's not possible to identify a clear pattern of this nature.

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................. ...............

area of rectangle is 5800.