10 Dakarai thought of a number. He subtracted 11 from the number then divided the result by 4.
a Use a mapping to write this as a function.
Dakarai's answer was -1.2.
b Use inverse functions to work out the number Dakarai thought of. Show all your working.

The solution to the inequality −17 + 2x ≤ 19 − 4x is x ≤ k. The value of k is 6.

In mathematics, the relationship between two values that are not equal is defined by inequalities.

Therefore, the inequality can be solved as follows:

−17 + 2x ≤ 19 − 4x is  x ≤ k .

Let's solve for k

−17 + 2x ≤ 19 − 4x

subtract 2x from both sides of the inequalities

−17 + 2x ≤ 19 − 4x

−17 + 2x - 2x ≤ 19 − 4x - 2x

- 17 ≤ 19 - 6x

Subtract 19 from both sides of the equation

- 17 ≤ 19 - 6x

- 17 - 19 ≤ 19 - 19 - 6x

- 36 ≤ - 6x

divide both sides by -6

- 36 / -6 ≤ - 6x / -6

6 ≥ x

x ≤ 6

Therefore, k = 6

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x < 2 and x > 12 are the answers to the inequality expressions supplied.

An algebraic inequality is a mathematical statement that uses the inequality sign to connect an expression to a value, a variable, or another expression. One-variable inequalities can have solutions that can be graphed on a number line or on a coordinate plane.

Given the inequality expressions below:

2<-2x+6 or -18>-2x+6

Solve individually;

2 < -2x + 6

2-  6 < -2x

-4 < -2x

-2x > -4

x < 4/2

x <2

For the inequality  -18>-2x+6

-18 - 6 > -2x

-24 > -2x

-2x < -24

x  > 24/2

x > 12

Hence the solution to the given inequality expressions are x < 2 and x > 12

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Answer:

5+0.1x=3-0.9x

2=-0.10x

1=-0.5x

x=-2

Answer is B good luck comrade<33!!

Answer:

Step-by-step explanation:

Simplify the radical by breaking the radicand up into a product of known factors, assuming positive real numbers.

The height of each of the two students is 64

The mean (aka the arithmetic mean, different from the geometric mean) of a dataset is the sum of all values divided by the total number of values. It’s the most commonly used measure of central tendency and is often referred to as the “average.”

Let the heights of each of the two students be x,

so that x, x, 68 and 62 are the heights of the four students

Average height which is 64.5 = [tex]\frac{x + x + 62 + 68}{4}[/tex]

[tex]\frac{x + x + 62 + 68}{4}[/tex] = 64.5

by cross multiplying,

x + x + 62 + 68 = 4 x 64.5

2x + 130 = 258

collecting like terms,

2x = 258 - 130

2x = 128

x = 128/2

x = 64 inches

In conclusion the height of each of the 2 students with equal height is 64 inches.

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Answer:

soda=30g

juice=40g

2 juice than soda=430g

Step-by-step explanation:

Since Keven bought 12 total drinks, we have the equation S + J = 12. We also know how much sugar is in each drink, as well as the total amount of sugar in all the drinks purchased. The equation 30S + 40J = 450 represents this scenario in terms of S and J. Now we have two equations with two unknowns (S and J) that make up the following linear system of equations:

S+J =12

30S+40J =450

We can solve this system by using either elimination or substitution (I will use substitution here):

S+J = 12

S=12- J

Now we can substitute the expression 12- J in for S in the second equation, and then solve for J:

30(12- J) +40J = 450

360- 30J +40J = 450

10J = 90

J = 9

Finally, we can substitute 9 in for J in either of the two original equations to solve for S:

S + 9 = 12

S = 3

So Keven bought three bottles of soda and nine bottles of juice. Hope this helps. Let me know if you have any questions.

The system of equations that could be used to determine the number of bottles of Soda purchased will be J=S+2 and 30S+40J =430, while the number of juice purchased will be 7.

An equation is a statement that two expressions, which include variables and/or numbers, are equal. In essence, equations are questions, and efforts to systematically find solutions to these questions have been the driving forces behind the creation of mathematics.

It is given that, each bottle of juice contains 40 grams of sugar, compared to 30 grams per bottle of soda. Wyatt bought 2 more bottles of juice than soda, and they all have 430 grams of sugar in total.

If Wyatt purchased 2 more bottles of juice than bottles of Soda

J =2+S ------------(1)

J-S=2

Each bottle of Soda has 30 grams of sugar and each bottle of juice has 40 grams of sugar and they all collectively contain 430 grams of sugar.

30S+40J =430

Substitute the value of J in equation 2 as

30S+40(2+S)=430

30S+80+40S=430

70S=430-80

70S=350

S=5

The number of juice is,

J=S+2

J=5+2

J=7

Thus, the system of equations that could be used to determine the number of bottles of Soda purchased will be J=S+2 and 30S+40J =430, while the number of juice purchased will be 7.

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Isolating the variable x we will get the simplified inequality (which is equivalent to the given one)

3 < x ≤ 5.2

Sadly, the options are not given, so we can get a trivial equivalent inequality which is the one where the variable x is isolated, and it gives the solution set for the inequality.

So let's isolate the variable:

-22 > -5x - 7 ≥ −33

First, we can add 7 everywhere, so we get:

-22 + 7 > -5x - 7 + 7  ≥ −33 + 7

-15 > -5x  ≥ −26

Now we can divide everywhere by -5, because it is a negative number, it changes the direction of the symbols.

-15/-5 < -5x/-5 ≤ -26/-5

3 < x ≤ 5.2

That is the equivalent inequality, and the solution set is:

(3, 5.2]

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The dependent variable in the function g(t) = - t - 10 is g .

In the given function g(t) = - t - 10 , we have t which is the independent variable. It makes up the domain of the function.

The independent variable is the one whose value is mapped by all and any particular t.

And 10 is the constant.

Dependent variables get their name since their values are examined throughout an experiment under the assumption or requirement that they are likewise dependent on the value of the dependent variable pursuant to some regulation .

Independent variables are those that, in relation to anything having to do with the experiment in question, are not considered to be reliant on any other factors.

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Answer:

A

Step-by-step explanation:

Answer:

Tens place: 8

Tenths place: 5

Ten thousandths place: 2

Answers:

tenths place = 5

ten-thousandths place = 2

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

Explanation:

Refer to the place value chart shown below.

The 5 is in the tenths place which is one spot to the right of the decimal point. The ten-thousandths place is four spots to the right of the decimal point.

9 students made at least 3 picture frames.

An illustration of variation in a set of data is called a box and whisker plot. A histogram analysis usually gives an adequate display, but a box and whisker plot can add more detail while enabling the display of different sets of data on the same graph.

Given:

The plot shows picture frames made by students last week.

Number of Frames     Number of students

              0                               6

              1                                4

              2                               1

              3                               2

              4                               7

So, the students made at least 3 picture frames

= 2+ 7

= 9

Hence, 9 students made at least 3 picture frames.

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She has to do at least 8.6 hours walking (and then 7.5 hours dog walking) for the minimum of $80 earning

Keilantra is working two summer jobs, making $12 per hour lifeguarding and $6 per hour walking dogs. Last week Keilantra worked a total of 11 hours and earned a total of $108.

x = number hours dog walking

y = number hours Lifeguarding

x + y <= 11

12x + 6y >= 80

The solution is the common area below the first line and above the second line.

The first line is above the second line (due to the y-intercept of 11 vs. 8) until the crossing point.

for the crossing point we use the regular equations :

from the first we get

x = 11 - y

using this in the second

12×(11 - y) + 6y = 80

132 - 12y + 6y = 80

6y = 52

y = 52/6 = 26/3 = 8.6

x = 11 - y = 11 - 8.6 = 2.4

So, she has to do at least 8.6 hours lifeguarding (and then 7.5 hours dog walking) for the minimum of $80 earning, all the way up to the maximum of 11 hours lifeguarding (and 0 dog walking).

Hence the answer is she has to do at least 8.6 hours lifeguarding (and then 7.5 hours dog walking) for the minimum of $80 earning.

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Answer:

-4

Step-by-step explanation:

The line intercepts at the y axis on exactly -4.

Answer:

The y-intercept is (0,-4).

Step-by-step explanation:

You can see that for the y-axis, that is the first point the line passes through. Hope this helps! Good luck! I am up doing math too. -_- Don't mark me brainliest, I just like to help.

Answer:

Step-by-step explanation:

[tex]\left[\begin{array}{cc}2&7\\1&3&\end{array}\right] \left[\begin{array}{cc}-3&7\\1&-2&\end{array}\right] =\left[\begin{array}{cc}2(-3)+7(1)&2(7)+7(-2)\\1(-3)+3(1)&1(7)+3(-2)&\end{array}\right] =\left[\begin{array}{cc}1&0\\0&1&\end{array}\right][/tex]

Answer:Here's the basic equation

m(d) = 10d + 20(d - 2)  (the money total is the 10 dollar bills plus the 20 dollar bills (which are two less than the 10 dollars))

Step-by-step explanation:

To simplify it, start by distributing the 20:

m(d) = 10d + 20d - 40

add like terms

m(d) = 30d - 40

Answer:

[tex]3^{1.5}[/tex]

Step-by-step explanation:

[tex]3 = 3^1[/tex]

[tex]\sqrt{3} = x^{0.5}[/tex]

[tex]3*\sqrt{3} = 3^{1} * 3^{0.5} = 3^{1 + 0.5} = 3^{1.5}[/tex]

By using the concept of confidence interval, it is obtained that

We are 95% confident that the interval 15.75 < μ < 28.25 contains the population mean commute time in minutes using public transportation.

Second option is correct

What is Confidence interval?

Let the quantity which is to be estimated is [tex]\theta[/tex].  A confidence interval for the parameter θ, with confidence level [tex]\alpha[/tex] is the interval (a, b), where

P(a < [tex]\theta[/tex] < b) = [tex]\alpha[/tex], P is the probability

Here the  average commute time in minutes ([tex]\mu[/tex]) is to be calculated

95% confidence interval for the average commute time in minutes using public transit is (15.75, 28.25)

This means that it is 95% confident that the interval (15.75, 28.25) contains the population mean commute time in minutes using public transit

So the correct interpretation is

We are 95% confident that the interval 15.75 < μ < 28.25 contains the population mean commute time in minutes using public transportation.

Second option is correct

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Complete Question

A researcher finds a 95% confidence interval for the average commute time in minutes using public transit is (15.75, 28.25). What is the correct interpretation of this interval?

A) There is a 95% chance commute time in minutes using public transit is between 15.75 and 28.25 minutes.

B) We are 95% confident that the interval 15.75 < μ < 28.25 contains the population mean commute time in minutes using public transportation.

C) We are 95% confident that all commute time in minutes for the population using public transit is between 15.75 and 28.25 minutes.

D) We are 95% confident that the interval 15.75 < μ < 28.25 contains the sample mean commute time in minutes using public transportation.

Answer:

Its the average of the numbers, and its the sum of all values divided by the total number of values.

Answer:

mean median and mode song rap helps me remember

The solution to the inequality expression is f >-3

From the question, we have the following parameter that can be used in our computation:

-2f - 3.7 < 2.3

Add 3.7 to both sides of the expression

This gives

-2f < 6

Divide both sides of the expression by -2

So, we have the following representation

f >-3

Hence, the solution is f >-3

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Option c, d, f are true about the chi-square goodness of fit test.

Explanation:

a. It is common to use one-sided alternative hypotheses when performing the chi-square goodness of fit test.

FALSE, there is no such thing as one sided in chi-square goodness of fit test.

b. The chi-square test statistic follows a Poisson null distribution.

FALSE, chi square is a distribution of its own more like normal distribution.

c. It compares an observed frequency distribution with an expected frequency distribution.

TRUE, because this is what is done in chi-square test.

d. The null hypothesis is that there is no difference between the observed and expected values.

TRUE

e. The degrees of freedom are k - 1, where k is the number of classes.

FALSE, because k is the number of parameters and not the number of classes.

f. The nature of the expected frequency distribution depends on the probability model on which it is based.

TRUE, this is a fact line because the model whose hypothesis testing we are following we will follow expected frequency of that model only.

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Answer:

27

Step-by-step explanation:

I broke the figure up into 3 rectangles.

5x2 = 10

2x3 = 6

4x5 = 20

This adds to 36.  Then subtract out the green square of 9

36 - 9 = 27

no question;;;;;;;;;;;;;;;;;;;;;;

Answer:

x = 4

Step-by-step explanation:

assuming you require to find the value of x

Δ ADE and Δ ACB are similar ( by the AA postulate )

then the ratios of corresponding sides are in proportion, that is

[tex]\frac{AD}{AC}[/tex] = [tex]\frac{AE}{AB}[/tex] ( substitute values )

[tex]\frac{x}{x+x-2}[/tex] = [tex]\frac{x+2}{x+2+x -1}[/tex]

[tex]\frac{x}{2x-2}[/tex] = [tex]\frac{x+2}{2x+1}[/tex] ( cross- multiply )

(2x - 2)(x + 2) = x(2x + 1) ← expand left side using FOIL

2x² + 2x - 4 = 2x² + x ( subtract 2x² + x from both sides )

x - 4 = 0 ( add 4 to both sides )

x = 4

The probability that a dart hits one of the shaded areas is 1/6 when a dart is thrown at a regular hexagon dartboard with the design shown.

The area of mathematics known as probability studies potential outcomes of events as well as their relative probabilities and distributions.

Here,

angle of hexagon=360/6=60°

using trigonometric ratios,

area of triangle=bh/2

=(h*h√3/2)/2

=h²√3/4

area of hexagon=6*area of triangle

=6*(h²√3/4)

=3√3*h²/2

area of rectangle=bh

=h*h√3

=h²√3

area of shaded region,

=3√3*h²/2-h²√3

=h²√3/2

area of 1 shaded region=(h²√3/2)/2

=h²√3/4

Probability of hitting one shaded area,

=(h²√3/4)/(h²3√3/2)

=1/6

When a dart is thrown at a standard hexagonal dartboard with the pattern shown, the likelihood that it will land in one of the shaded areas is 1/6.

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The statement best describes the depth of the fish is that from starting position of 9 meters below sea level, the fish is descending 5 meters per second

In order to know which statement best describes the depth of the fish, we have to first understand what the equation means:

Given: the equation y = -5x – 9

This can be likened to the equation of a straight line, which is of the form y =mx +c,

where m is the slope and c is the y-intercept

Comparing the given equation with the equation of a line :

y = -5x – 9

Slope(m) = -5 and  y-intercept(c) = -9

The y-intercept represents the starting while the slope is the rate of descend

Therefore, what this means is that from starting position of 9 meters below sea level, the fish is descending 5 meters per second.

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Answer:

it is written as 5(3x+4)

The equation that finds the number of dimes he will pay you after the 7th study session [tex]a_7=5\times5^{7-1}[/tex].

Given that, Your friend asks you to help him study and will pay you 5 dimes the first time you help him.

A geometric sequence is a special type of sequence where the ratio of every two successive terms is a constant. This ratio is known as a common ratio of the geometric sequence.

The formula to find nth term of the geometric sequence is [tex]a_n=ar^{n-1}[/tex].

According to the question,

The geometric sequence is 5, 25, 125,.....

So, r=25/5 =5

Now, [tex]a_7=5\times5^{7-1}[/tex]

= 5×15625

= 78125 dimes

Therefore, the equation that finds the number of dimes he will pay you after the 7th study session [tex]a_7=5\times5^{7-1}[/tex].

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Answer:

Step-by-step explanation:

The question is asking how many times does 50 go into 425?

or 450/50 = ?

my calculator says it's 9 .  What does your calculator say?

since we now know it's 9 times,   we can just multiply 9 * 10 minutes

by observation of 9*10,  I get the answer,  what answer do you get?

Answer:

Step-by-step explanation:

weekend 1 : 3+2= 5

weekend 2 : 5.5+3.5=9

difference: 9-5=4

increase/initial value [times] 100

4/5(100)= 80%