2/3y + 1 =1/6y + 8
y = ?

Answer:

22 hours.

Step-by-step explanation:

Using algebra:

6.5x = 143

6.5      6.5

   x  = 22

Answer:

I believe he slept for 9 hours of the day

Step-by-step explanation:

⅜ of 24

24 ÷ 8 = 3

3 × 3 = 9

The number of hours James slept is 9 hours.

In mathematics, an expression is a combination of symbols and numbers, often containing variables, that represents a quantity or a relationship between quantities.

Expressions can be simple or complex, and they can involve a variety of mathematical operations such as addition, subtraction, multiplication, and division.

The number of hours will be calculated as,

E = ⅜ of 24

E = 3 x ( 24 ÷ 8 )

E = 3 × 3

E = 9 hours

Therefore, the number of hours will be 9.

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Answer:

43.87 - 8 = 35.87  (sandals)

9.49 + 9.49 = 18.98 ( for two t-shirts)

35.87 - 18.98 = 16.89 (t-shirts)

16.89 - 2.87 = 14.02 (taxes)

Andrea payed $14.02 for a pair of jeans

Hopes this helps you!

Step-by-step explanation:

Answer:

[tex]-\frac{4}{5}[/tex]

Step-by-step explanation:

Because both of the fractions have a common denominator they can be subracted without any other work.

Answer:

y = 64

Step-by-step explanation:

The angles are supplementary, that is sum to 180° , thus

2(x + 6) + y = 180 ← substitute x = 52

2(52 + 6) + y = 180

2(58) + y = 180

116 + y = 180 ( subtract 116 from both sides )

y = 64

Answer:

Slope of a horizontal line. When two points have the same y-value, it means they lie on a horizontal line. The slope of such a line is 0, and you will also find this by using the slope formula.

Answer:

there is a formula for a hexagon ..  it's

Area = 3[tex]\sqrt{3\\}[/tex]/2 * [tex]length^{2}[/tex]

where length is the length of one side, assuming all sides are equal

Step-by-step explanation:

3*[tex]\sqrt{3}[/tex]/2= 7.348469228.........

since the length is 10...   the length squared is 100

then the total area of the hexagon is 734.8469228...... [tex]units^{2}[/tex].. what ever they are

if you want to work with some concepts.. you could also say that a hexagon is just a box with the corners cut off and the triangles that are missing are the equilateral right triangles with a hypotenuse of 10 .  and since 2 pieces of those triangles make a square.. you can subtract two squares of that size from the bigger box that the hexagon fits into.  this is a long way to figure this out but might be good for trigonometry practice   :)

it will also be 734.8463288.....  see if you can work that out :)

Answer:

83F+79F+X

-----------------      >82F

        3

Step-by-step explanation:

X is the unknown temp, which is the third day.  adding all those up and dividing that by 3 will give you the average. if the average is above 82F, then you just add a > symbol showing that its higher than 82F

Answer:

35/42 and 3/42

Step-by-step explanation:

Multiply by 3.

HOPE THIS HELPS :)

The LCM of the denominators in the fractions 5/6 and 1/14 is 42.

The least common multiple is defined as the least positive integer that is dividable by both given numbers.

A group's Least Common Multiple (LCM) is the smallest number that is a multiple of all the numbers.

To find the least common multiple (LCM) of two numbers, you can list the multiples of each number and find the smallest number that is a multiple of both.

The multiples of 6 are 6, 12, 18, 24, 30, and so on. The multiples of 14 are 14, 28, 42, 56, and so on. The smallest number that is a multiple of both 6 and 14 is 42, so the LCM of 6 and 14 is 42.

Therefore, the denominators in the fractions 5/6 and 1/14 have an LCM of 42.

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A. $ 58.50

B. $ 80

C. No, it did not mark up 30%.

Step-by-step explanation:Since,

A. We have,

Mark up percentage = 30%

Actual price = $ 45,

B. We have,

SP = $ 104,

C.  We have,

AP = $ 75,

SP = $100,

Thus, mark up percentage =

= 33.33 %

Hence, store did not mark up the price by 30%.

Step-by-step explanation:

Since equivalent fractions do not always have the same numerator and denominator, one way to determine if two fractions are equivalent is to find a common denominator and rewrite each fraction with that denominator. Once the two fractions have the same denominator, you can check to see if the numerators are equal.

The two fractions with the same numerator and different denominators can not be equal.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

A division number is a number that addresses the piece of the entire, where the entire can be any number. It is a numerator and a denominator.

The fraction is in the form of a numerator and denominator. The two fractions can be equal if and only if their numerator and denominator are equal.

The two divisions with similar numerators and various denominators can not be equivalent.

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Answer:

9

Step-by-step explanation:

y is 6 times x, so if you divide 54 by 6, you get 9. Hope this helps :)

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

Work Shown:

f(x) = 3^x

a = 2 = lower value of the interval

b = 6 = upper value of the interval

c = average rate of change of f(x) from a to b

c = ( f(b) - f(a) )/(b - a) ..... note how this mimics the slope formula

c = ( f(6) - f(2) )/(6 - 2)

c = ( 3^6 - 3^2 )/4

c = ( 729 - 9 )/4

c = 720/4

c = 180

The average rate of change from x = 2 to x = 6 for f(x) = 3^x is 180

Answer:

Given - Angles measure 2x , X and 3x

To find - Measures of 2x

Solution -

2x + X = 180° ( forming linear pair )

3x = 180°

x = 180/3

x = 60°

2x = 2 × 60 = 120°

Answer:

120°

plz give brainlist

Step-by-step explanation:

since 2x and x form a straight angle you get the equation

2x + x = 180

combine like terms

3x = 180

devide by 3

x = 60

evaluate 2x

2(60) = 120

Answer:

[tex] x = 27 [/tex]

Step-by-step explanation:

According to congruent chords and arcs theorem, if [tex] \overline{XY} \cong \overline{ZY} [/tex] then [tex] \arc{XY} \cong \arc{ZY} [/tex].

This means that [tex] \arc{XY} = \arc{ZY} = (6x - 20) degrees [/tex]

Thus:

[tex] \arc{XY} + \arc{ZY} + \arc{ZX} = 360 [/tex] (full circle = 360°)

[tex] \arc{XY} = (6x - 20) [/tex]

[tex] \arc{ZY} = (6x - 20) [/tex]

[tex] \arc{ZX} = 76 [/tex]

Plug in the values into the equation

[tex] (6x - 20) + (6x - 20) + 76 = 360 [/tex]

[tex] 6x - 20 + 6x - 20 + 76 = 360 [/tex]

Add like terms

[tex] 12x + 36 = 360 [/tex]

Subtract 36 on both sides

[tex] 12x = 360 - 36 [/tex]

[tex] 12x = 324 [/tex]

Divide both sides by 12

[tex] x = 27 [/tex]

Answer: A,C,E

Step-by-step explanation:

All of the other answers give you a decimal.

Answer:

Step-by-step explanation:

A

1215 divided by 3 = 405

B

1215 divided by 9 = 135

C

1215 divided by 5 = 243

*The other answers can give a decimal answer.

Answer:

n = 12

I hope this helps!

Answer:

Step-by-step explanation:

30. Given: rectangles QRST and RKST

     Prove: ΔQSK is isosceles

An isosceles triangle is a triangle which has two sides and two angles to be equal.

Thus,

From rectangle QRST, the diagonals of rectangles are similar.

i.e RT ≅ QS (diagonal property)

Also, RT ≅ SK (opposite sides of rectangle RKST)

Thus,

RT ≅ QS  ≅ SK

Therefore,

ΔQSK is an isosceles triangle.

31. Given: Rectangles QRST, RKST and JQST

     Prove: JT ≅ KS

From rectangle QRST, the diagonals of rectangles are similar.

i.e RT ≅ QS (diagonal property)

But,

JT // QS and RT // KS

Thus,

JT ≅ QS (opposite sides of rectangle JQST)

also,

RT ≅ KS (opposite sides of rectangle RKST)

So that,

JT ≅ QS ≅ RT ≅ KS

Therefore,

JT ≅ KS

Answer:

He bought 6 hotdogs and 2 drinks

Step-by-step explanation:

System of Equations

Kevin and his children went into a restaurant and bought $31.50 worth of hotdogs and drinks. Each hotdog costs $4.50 and each drink costs $2.25.

To solve the system of equations, we'll call the variables:

x = number of hotdogs

y = number of drinks

The first condition yields the equation:

4.50x + 2.25y = 31.50          [1]

It's also known he bought 3 times as many hotdogs as drinks, thus:

x = 3y         [2}

Substituting [2] in [1]:

4.50(3y) + 2.25y = 31.50

Operating:

13.5y + 2.25y = 31.50

15.75y = 31.50

y = 31.50/15.75

y = 2

And

x = 3*2 = 6

He bought 6 hotdogs and 2 drinks

Answer:

Each dose should be of 5.05 milligrams.

Step-by-step explanation:

To solve the present problem, it is necessary to first establish the equivalence between pounds and kilograms. Thus, 1 pound is equal to 0.453 kilograms. Therefore, the dog weighs about 30.35 kilograms (67 x 0.453), with which, since 3 milligrams must be applied for each kilogram of the animal's weight, 10.1 milligrams of Benadryl (30.35 / 3) should be applied.

Now, since Benadryl is applied in two doses, each of these doses should be 5.05 milligrams (10.1 / 2).

Answer: 6x+2y=1

Step-by-step explanation:

because it just is

Question:

Simplify:

[tex](12a^2b-8a+5a^2b-2ab)-(4ab^2-6ab+2a+3ab)[/tex]

Answer:

[tex]17a^2b - 4ab^2 - 10a + ab[/tex]

Step-by-step explanation:

Given

[tex](12a^2b-8a+5a^2b-2ab)-(4ab^2-6ab+2a+3ab)[/tex]

Required

Simplify

[tex](12a^2b-8a+5a^2b-2ab)-(4ab^2-6ab+2a+3ab)[/tex]

Open brackets

[tex]12a^2b-8a+5a^2b-2ab-4ab^2+6ab-2a-3ab[/tex]

Collect Like Terms

[tex]12a^2b + 5a^2b - 4ab^2 - 8a - 2a + 6ab - 3ab- 2ab[/tex]

[tex]17a^2b - 4ab^2 - 10a + ab[/tex]

Answer:

0.5 gallons per hour

Step-by-step explanation:

Answer: 35 cm

Step-by-step explanation:

As shown in the image attached, the A large rectangle is made by joining three identical small rectangles,

The width of one small rectangle is x cm and the length of one small rectangle is 2x cm. Therefore the perimeter of the small rectangle is given as:

2(length + width) = Perimeter

2(2x + x) = 21

2(3x) = 21

6x = 21

x = 21/6 = 3.5 cm

x = 3.5 cm

From the image attached, the width of the large rectangle is 2x (x + x) and the length is 3x (2x + x). Therefore, the perimeter of the large rectangle is:

2(length + width) = Perimeter

2(3x + 2x) = Perimeter

Perimeter = 2(5x)

Perimeter = 10x

Perimeter = 10(3.5)

Perimeter = 35 cm

Step-by-step explanation:

Answer:

s = -1

Explanation:

s − (−20) = 19

[ Simplify both sides of the equation ]

s + 20 = 19

[ Subtract 20 from both sides ]

s + 20 − 20 = 19 − 20

s = −1

- PNW

Answer:

50%

Step-by-step explanation:

*In this question, the 6 does not matter*

If 40/80 books are fiction, and if you simplify that fraction, you get 1/2.

Percentages are just fancy fractions and decimals. 50% means 1/2.

Thus, the answer is 50%

Delete this already.

Answer:

11

Step-by-step explanation:

f(3)=(3)^2+2(3)-4

f(3)=9+2(3)-4

f(3)=9+6-4

f(3)=15-4

f(3)=11

Answer:

The solution is:

[tex]6x-12-x\le \:3\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:x\le \:3\:\\ \:\mathrm{Interval\:Notation:}&\:(-\infty \:,\:3]\end{bmatrix}[/tex]

The graph of the solution is attached below.

Both the number line and graph is attached below.

Step-by-step explanation:

Note: you missed to add the graph options. Therefore, I am solving the inequality and adding the corresponding graph which would anyways clear your concept.

Given the inequality expression

[tex]6\:x\:-\:12\:-\:x\:\le \:3[/tex]

Group like terms

[tex]6x-x-12\le \:3[/tex]

Add similar elements: 6x-x=5x

[tex]5x-12\le \:3[/tex]

Add 12 to both sides

[tex]5x-12+12\le \:3+12[/tex]

simplify

[tex]5x\le \:15[/tex]

Divide both sides by 5

[tex]\frac{5x}{5}\le \frac{15}{5}[/tex]

simplify

[tex]x\le \:3[/tex]

Therefore, the solution is:

[tex]6x-12-x\le \:3\quad :\quad \begin{bmatrix}\mathrm{Solution:}\:&\:x\le \:3\:\\ \:\mathrm{Interval\:Notation:}&\:(-\infty \:,\:3]\end{bmatrix}[/tex]

Both the number line and graph is attached below.

Answer:

y=-4x+1

Step-by-step explanation:

Graph (1,-3)

Go down 4 over one/ up left one

Get y-intercept

Then BOOM you got it

Answer:

y = -4x + 1

Step-by-step explanation:

We are given that a line has a slope of -4 and a point (1, -3).

We want to write the equation of this line in slope-intercept form.

Slope-intercept form is given as y=mx+b, where m is the slope and b is the value of y at the y intercept.

As we are already given the slope, we can immediately plug its value into the equation.

Substitute -4 as m in the equation.

y = -4x + b

Now we need to find b.

As the equation passes through the point (1, -3), we can use its values to help solve for b.

Substitute 1 as x and -3 as y.

-3 = -4(1) + b

Multiply.

-3 = -4 + b

Add 4 to both sides

1 = b

Substitute 1 as b in the equation.

y = -4x + 1

Topic: writing the equation of the line (slope-intercept form)

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