11 more than five if a certain number is twenty more than 2 times of that number. what is the number?
Answers
5x+11=2x+20
-2x -2x (get the x's on one side)
3x+11=20
-11 -11 (get the numbers on one side)
3x=9
/3 /3 (divide by 3, so you can get the x by itself)
X=3 (the number is 3)
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(3/5) cubed Please explain to me how you would do this
1. Describe a situation that models a linear pattern and then describe a situation that models a nonlinear pattern. Do not state which situation is linear and which is nonlinear.
Your classmates will need to determine which is which and then write a function that models the linear situation.
Your classmates will also need to write 1 ordered pair that is a solution to the linear function and explain its meaning in the context of the situation.
Answers
Linear Pattern: A person is paid $10 for every hour they work. Before they start working, they are given an additional $5. They receive no raises in their pay.
This is linear because the pay is constant, and they aren't receiving any additional money. The equation for this would be y = 10x+5, x is the amount of hours they work.
Non-Linear Pattern: A person is paid $10 for every hour they work. Before they start working, they get are given an additional $5. For every 30 minutes they work after hour 4, they receive a $1 raise.
This is non-linear because the pay, after a certain amount of time, would go up, and the graph would soon start going higher after hour 4.
An ordered pair for the linear would be: (5, 55)
After working 5 hours, they would have $55.
An ordered pair for the non-linear would be (5, 56)
After working for 5 hours, they would have $56.
Answers
200 students would be reasonable to test because you can average the score more easily.
What is average in maths?
In plain English, an average is indeed a single number chosen to represent a group of numbers; it is often the sum of the values divided by the number of numbers in the group. The average of a integers 2, 3, 4, 7, or 9 is, for instance, 5. An average could be another statistic like the median or mode depending on the situation.
here, we have,
Because the mean would be greater if the personal incomes of a few billionaires were included, the median—the amount below which 50% of personal incomes fall and over which 50% of personal incomes rise—is sometimes used to represent the average personal income.
It is advised to avoid to use the word "average" while addressing central tendency measurements because of this.
If we wanted to know how high a 5th-grade student could jump, 200 students would be reasonable to test because you can average the score more easily.
Therefore, 200 students would be reasonable to test because you can average the score more easily.
To know more about average, here:
#SPJ2
200 is to many kids and 12 is not enough.
Hope this Helps!!
Answers
Answers
and a line
The zeros of the parabola are
We see that (-2,0) is on the line as well:
Choice D
Answers
Answer:
31. Yes (Y)
WXYZ ~ DABC
S.F.=4
32. Yes (Y)
GHIJ ~ KLMN
S.F.=2/3
33. Missing length: 16
34. Missing length: 30
35. x=7
36. x=10
Step-by-step explanation:
31. The polygons are similar if:
WX/DA=XY/AB
Then:
WX/DA=24/6→WX/DA=4
XY/AB=16/4→XY/AB=4
Like WX/DA=4=XY/AB, the polygons WXYZ and DABC are similar
Scale Factor: S.F.=XY/DA=XY/AB→S.F.=4
32. The polygons are similar if:
GH/KL=HI/LM=IJ/MN=GJ/KN
Then:
GH/KL=6/9=(6/3)/(9/3)→GH/KL=2/3
HI/LM=4/6=(4/2)/(6/2)→HI/LM=2/3
IJ/MN=4/6=(4/2)/(6/2)→IJ/MN=2/3
GJ/KN=4/6=(4/2)/(6/2)→GJ/KN=2/3
Like GH/KL=HI/LM=IJ/MN=GJ/KN=4, the polygons GHIJ and KLMN are similar
Scale Factor: S.F.=GH/KL=HI/LM=IJ/MN=GJ/KN→S.F.=2/3
33. If the polygons are similar, their sides must be proportional, then:
x/24=10/15
Simplifying the fraction on the right sides of the equation, dividing the numerator ans denominator by 5:
x/24=(10/5)/(15/5)
Dividing:
x/24=2/3
Solving for x: Multiplying both sides of the equation by 24:
24(x/24)=24(2/3)
Multiplying:
x=8(2)
x=16
34. If the polygons are similar, their sides must be proportional, then:
54/63=(54/9)/(63/9)→54/63=6/7
48/56=(48/8)/(56/8)→48/56=6/7
x/35=6/7
Solving for x: Multiplying both sides of the equation by 35:
35(x/35)=35(6/7)
Multiplying:
x=5(6)
x=30
36. (8x-2)/63=42/49
Simplifying the fraction on the right sides of the equation, dividing the numerator ans denominator by 7:
(8x-2)/63=(42/7)/(49/7)
Dividing:
(8x-2)/63=6/7
Solving for x: Multiplying both sides of the equation by 63:
63(8x-2)63=63(6/7)
Multiplying:
8x-2=9(6)
8x-2=54
Adding 2 both sides of the equation:
8x-2+2=54+2
Adding:
8x=56
Dividing both sides of the equation by 8:
8x/8=56/8
Dividing:
x=7
37. (6x-6)/63=42/49=30/35
Simplifying the fractions
(6x-6)/63=(42/7)/(49/7)=(30/5)/(35/5)
Dividing:
(6x-6)/63=6/7
Solving for x: Multiplying both sides of the equation by 63:
63(6x-6)63=63(6/7)
Multiplying:
6x-6=9(6)
6x-6=54
Adding 6 both sides of the equation:
6x-6+6=54+6
Adding:
6x=60
Dividing both sides of the equation by 6:
6x/6=60/6
Dividing:
x=10
(f + g)(9) = ?
A. 118
B. 112
C. 119
D. 114
E. 116
F. 111
G. 110
H. 115
I. 113
J. 117
Answers
Answer:
D
Step-by-step explanation:
Find (f + g)(x) then evaluate (f + g)(9)
(f + g)(x) = f(x) + g(x)
= 4x - 1 + x² - 2 = x² + 4x - 3
Now substitute x = 9 into the expression
(f + g)(9) = 9² + 4(9) - 3 = 81 + 36 - 3 = 114 → D
Answer:
J.117
Step-by-step explanation:
f(x) =4x-1
if f(2)= 4(2)-1
f(2)= 8-1 = 7
f(2) = 7 equation 1
g(x) =x2-2
if g(4)= (4)2-2
g(4) = 8-2 = 6 equation 2
Now,
(f+g)(9) =?
subtitute equation 1 and 2
(7+6)(9)=?
(13)(9)=?
13×9= 117
Hence, the answer is 117