The value of q is:

A. 42.
B. 39.
C. 40.

find y=mx+b for line parallel to AB.

The line that is parallel will have the same slope as line AB:

the slope of line AB is

m=(8-3)/(-10-2)

=5/-12

=-5/12

Since the line going through X is parallel the vertical distance of the new line to AB is the same for all values of the domain(x-axis).

at x=-5 the point X has the y value of 10 which is 4 more than the y value for AB based on the graph.

To find the intercept b of the line going through X that is parallel to AB we just add 4 to the intercept of AB, which is 4 so

4+4=8

Answer:

The answer is 6

Step-by-step explanation:

I got if from k12 after taking the test!

Answer:

6 tubes

Step-by-step explanation:

Answer:

let the P(ride roller coaster) be A and P(play games) be B

a. P(AUB) = P(A) + P(B) - P(AnB)

= 130/200 + 86/200 - 70/20.

= 146/200

= 73/100

b. P(A) = 130/200

= 13/20

c. not mutually exclusive

Answer:

3

Step-by-step explanation: First find out 1/6 of 18 which is 3 so that's your answer

Answer:

33

Step-by-step explanation:

There's 60 minutes in an hour

Divide the revolutions in 1 hour (1980) by 60

and that equals 33

Answer:

All of the examples define relations between a domain and range.

Such a relation will be a function if and only if each value in the domain corresponds to at most one value in the range.

In the first example, the value

−

1

in the domain is associated with two values in the range, namely

−

5

and

1

.

In the second example, the value

−

1

in the domain is associated with two values in the range, namely

7

and

1

.

In the third example, the value

3

in the domain is associated with two values in the range, namely

2

and

4

.

In the fourth example, each of the values in the domain is associated with one value in the range, so this describes a function. Note however that the values

−

4

and

−

7

are both mapped to

5

. So the function described is not one to one and consequently its inverse is not a function.

Answer: 120

Step-by-step explanation:

Let the number = x.

Setting up the equation, we get

x+0.3*x = 156

1.3x = 156

x = 120

Answer:

120

Step-by-step explanation:

x= the number

x+0.3*x = 156

1.3x = 156

x = 120

hope this helps

Answer:

Step-by-step explanation:

Answer:

lengths are 12, 16, and 20

Step-by-step explanation:

let 's' = length of smaller leg

let '4+s' = length of second leg

let '8+s' = length of hypotenuse

Now use the Pythagorean Theorem:  a² + b² = c²

s² + (4+s)² = (8+s)²

s² + 16 + 8s + s² = 64 + 16s + s²

2s² + 8s + 16 = 64 + 16s + s²

subtract s² from each side:

s² + 8s + 16 = 64 + 16s

subtract '16s' from each side:

s² - 8s + 16 = 64

subtract 64 from each side:

s² -8s - 48 = 0

factor:

(s+4)(s-12) = 0

's equals -4 and 12 but -4 is discarded as a length so smallest side is 12

Answer:

d

Step-by-step explanation:

tan 60 = x/9. the vertical line bisects the base

x = 9√3

sin60 = x/y

√3/2 = 9√3/y

y = 18

Answer:

$5

Step-by-step explanation:

6:40 to 7:30 is 50 minutes

6 per hour

6÷6=1

1x5=5

hope this helps

Answer:

6 people

Step-by-step explanation:

6 whole pies for 6 people

Answer:

6

Step-by-step explanation:

If each apple pie is 1 whole and Axel is giving 1 whole pie out to everybody then you take the amount of pies and that's your answer

The single amount on April 1, 2012 that is equivalent to a series of equal, semiannual cash flows of $5200 is; $57,023.2

We are given;

Semi annual cash Flow; A_sa = $5200

Interest rate; r = 6%

From April 1, 2012 to January 1 2019 is 6.75 years

Thus; Period; T = 6.75 years

Cash flows is semi annual. Thus; t_a = 1/2

Thus; n_sa = 6.75 * 2

n_sa = 13.5

i_sa = 6% * 1/4 = 1.5%

Thus;

Single amount = 5200 * (P/A, 1.5%, 13.5)

From compound interest tables, P/A at n = 13.5 and at i = 3% by interpolation gives 10.966. Thus;

Single amount = 5200 * 12.137

Single amount = $63,112.4

Read more about compound interest factor at; https://brainly.com/question/3575751

Answer:

The answer to your question is...the first option; Infinitely many solutions

Hope this helped!

Answer:

Option 2:  –2 < x < 2

Step-by-step explanation:

I'm at the same school as you and I got it correct on the self check

Answer:

a)never b)always c)never d)sometimes.

Step-by-step explanation:

I’ll try to explain by giving examples for each:

a) let’s take n=-1 => 2*1/10= 2/10 =0,2 = > the number won’t be negative => answer:never.

b)let’s take q=-2 => (-2)*100000=-200000 => answer:always.

c)let’s take m=-2 => 6*1/100 = 6/100 =0,06; and 60^-2 = 1/60^2=1/360=0.02... => answer:never.

d)let’s take 1) p=1000; => 1000/1000=1. 2) p= 2 => less than 1. => answer:sometimes.

[tex]\begin{array}{ccll} completion&hours\\ \cline{1-2} \frac{2}{5}&\frac{3}{4}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{5}~~}{x}=\cfrac{~~ \frac{3}{4}~~}{1}\implies \cfrac{2}{5x}=\cfrac{3}{4} \\\\\\ 8=15x\implies \cfrac{8}{15}=x[/tex]

The fraction of the project that the student can complete per hour is 8/15

There is independent quantity, and a quantity which depends on it (dependent quantity). When independent quantity moves by a unit measurement (single unit increment), the increment in dependent quantity is called rate of increment of dependent quantity per unit increment in independent quantity.

For this case the problem is asking about the amount of project that can be completed per hour.

The independent quantity is the time spent by student on the project.

The dependent quantity here is the amount of the project completed by the student in the time spent.

Thus, we get the unit rate of amount of project completed per unit amount of time (unit time is one hour here) as:

[tex]R = \dfrac{\text{Amount of project completed}}{\text{Time taken}} = \dfrac{2/5}{3/4} = \dfrac{2}{5} \times \dfrac{4}{3} = \dfrac{8}{15} \: \rm project / hour[/tex]

We used the fact that:

[tex]\dfrac{a}{b} = a \times \dfrac{1}{b}\\\\and\\\dfrac{1}{a/b} = \dfrac{b}{a}[/tex]

Thus, that student can complete the considered project's 8/15 part per hour.

Learn more about fractions here:
https://brainly.com/question/12106245

Answer:

How to show that they are equal.

Step-by-step explanation:

3/4 times 25 equals 75/100 and then when you turn it into a decimal it is 0.75. That is why they are equal.

Answer:

Check below

Step-by-step explanation:

a = 1

b = 1

a + b = b + a

1 + 1 = 1 + 1

2 = 2

69

How many bags of potatoes are on the van at the start.

The total number of bags the van have at the starting is 70.

Ratio is a term that is used to compare two or more numbers. It is used to indicate how big or small a quantity is when compared to another.

According to the given question.

The sacks of potatoes delivered in two different shops are in the ratio 3:7.

Also, one shop has 28 more bags than the other.

Let the number of bags of potatoes at one shop be x.

Then, the bags of potatoes in another shop = x + 28

Therefore,

[tex]\frac{x}{28 + x } =\frac{3}{7}[/tex]

⇒ [tex]7x = 3(28 + x)[/tex]

⇒ [tex]7x = 84 + 3x[/tex]

⇒ [tex]4x = 84[/tex]

⇒[tex]x = 21[/tex]

So, the total number of bags

[tex]=x + (x + 28)[/tex]

[tex]=2x + 28[/tex]

[tex]= 2(21) + 28[/tex]

[tex]= 42 + 28[/tex]

[tex]= 70[/tex]

Hence, the total number of bags the van have at the starting is 70.

Find out more information about ratio here:

https://brainly.com/question/1504221

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Answer:

Question 1:

• Let the number be x

[tex]{ \tt{9x - 3x}} \\ { \boxed{ \tt{ = 6x}}}[/tex]

Question 2:

[tex]{ \tt{5x - 4x}} \\ { \boxed { \tt{ = x}}}[/tex]

The numbers are 6x and x.

Subtraction can be done for any numbers or algebraic expressions. It is the process of taking out certain value from a given amount of number.

The process of subtraction can also be termed as finding difference.

1) Let the number be x.

product of nine and a number means 9x.

three times the number means 3x.

The difference between the product of nine and a number and three times the number means that 9x - 3x.

9x - 3x = 6x

2) Let the number be x.

five times a number is 5x

four times the number is 4x

The difference between five times a number and four times the number is 5x - 4x = x.

Hence the numbers are 6x and x respectively.

Learn more about Subtraction here :

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Answer:

f=-14.4

Step-by-step explanation:

[tex]14- 2.5f = 50\\\\14-50=2.5f\\\\-36=2.5f\\\\f=\frac{-36}{2.5}\\\\f=-14.4[/tex]

Hi!

14-2.5f=50

Move 14 to the right, using the opposite operation:

-2.5f=50-14

-2.5f=36

Divide both sides by -2.5 to isolate f:

f=-14.4

Hope it helps!

Have a Great Day!

~Content Teen

[tex]\bf{-MistySparkles^**^*[/tex]

Answer:

Step-by-step explanation:

A = Find the correlation between these numbers by using a computer or a statistical calculator.

R= (0.996)

C = Suppose each house contained exactly twice the number of​ people, but the weight of the trash was the same. What happens to the correlation when numbers are multiplied by a​ constant?

(The correlation is

(0.996). The correlation coefficient remains the same when the numbers are multiplied by a positive constant.

Answer:

Step-by-step explanation:

40 to 20 is a 50% decrease because you are halving it

20 to 40 is a 100% increase because you are adding 100% of 20 to 20 and you get 40.

Answer:

I hope this helps :)

Step-by-step explanation:

For 20 to 40, how much are you adding to your first number (20) to get your second number (40)?

For 40 to 20, how much are you decreasing from your first number (40) to get your second number (20)?

Answer:-m or m+3

Step-by-step explanation:

[tex]x^{2} -3x -(m^{2}+3m) =0\\\\x^{2} -3x -m^{2} -3m=0\\[/tex]

[tex]x^{2} -m^{2} -3x - 3m=0[/tex]

Applying difference of two squares

⇒([tex]x^{2} -m^{2}[/tex])=(x+m)(x-m)

Substituting this for ([tex]x^{2} -m^{2}[/tex])

Factorising -3x-3m=-3(x+m)

(x+m)(x-m)-3(x+m)=0

since we have double (x+m),we'll pick one

⇒(x+m)=0

or (x-m-3)=0

⇒x=-m or x= m+3