In 2010, the amount in Raja's account was 40 Lakhs. He debited 8000 in 2011, and in 2012, he debited 2,07,000. In 2013, he credited 1,16,000, and in 2014 he credited 12,000. How much more he has to credit to be worth what it was at at the start of 2010 ​

Answer:

D

Step-by-step explanation:

5x-2+2x+1

5x+2x+1-2

7x-1

Answer:

one thousand two hundred fifty six

Step-by-step explanation:

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Answer:

Rectilíneo generalmente indica una figura representativa de hacer una línea recta oa lo largo de una línea recta o en una línea recta. En términos matemáticos, es una figura plana delimitada por segmentos de línea. En otras palabras, una figura plana totalmente compuesta de segmentos de línea se conoce como figura rectilínea. Ahora bien, si te preguntas ¿qué es una figura plana? Entonces, sepa que cuando ponemos la punta de un lápiz en una hoja de papel y nos movemos de un punto a otro, sin levantar el lápiz, entonces las formas que se forman son lo que llamamos curvas planas.

The equation of the line that passes through the given points is            y= -4x+23.

A line can be represented by a linear function. The standard form for the linear equation is: ax+b , for example, y=2x+7. Where:

a= the slope

b=constant term that represents the y-intercept.

From the stardard form equation:

Solving the system for equations 1 and 2.

3=5a+b

-13=9a+b * (-1)

3=5a+b

13=-9a-b * (-1)

16= -4a

4= -a

a= -4

If a= -4 from equation 1, you have

3= 5 * (-4)+b

3= -20+b

b=23

Therefore, the line equation is y= -4x+23.

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Answer: c

Step-by-step explanation:

a. 17 x 10 = 170

b. 24 x 100 = 2400

c. 6 x 1000 = 6000

Answer:

C

C

B

8 abd 9-11

236.4 million

66.9%

Step-by-step explanation:

since there is no other information, we have to assume that the prices for student passes and teacher passes are the same.

therefore, the pass price per person is

$737.38 / (44 + 2) = $737.38 / 46 = $16.03

and the lunch costs per student are

$393.36 / 44 = $8.94

altogether,

$16.03 + $8.94 = $24.97

was spent for each student.

Answer: d

Step-by-step explanation:

divide 300 by 50 to get 6 then multiply 2.5 by 6 to get 15 therefore the answer is d 15ml

Answer:The value of m for the given equation is, 35

Step-by-step explanation:

Given an equation:  https://tex.z-dn.net/?f=x%5E%7B3m%7D%3D(x%5E%7B65%7D)*(x%5E%7B40%7D)

Use the above property on  RHS in equation [1];

Since the base are same i.e, x ; we can add the exponents.

or

Using:  , then a=b.

Therefore, 3m=105.

Divide 3 on both sides of an equation:

Simplify:

m=35

Therefore, the valur of m is, 35.

The zeros of the given quadratic functions are x₁ = -2.05 and x₂ = 14.61

The complete question is given below:-

Y=-6x²+100x-180 What are the zeroes of the function? Round to the nearest hundredth.

The polynomial having a degree of two or the maximum power of the variable in a polynomial will be 2 is defined as the quadratic equation and it will cut two intercepts on the graph at the x-axis.

Use the quadratic formula to solve it:

Y= -6x² +100x -180

a= -6

b= 100

c= -180

x =[tex]\dfrac{ -b \pm \sqrt{(b^2 - 4ac)} }{ 2a}[/tex]

x =[tex]\dfrac{-100 \pm \sqrt {(10,000 -4*-6*-180)}}{ -12}[/tex]

x1 =[tex]\dfrac{ (-100 + 75.3658 )} { -12}[/tex]

x1 = 24.6342 / -12

x1 = -2.05285

x2 =[tex]\dfrac{ (-100 - 75.3658 )} { -12}[/tex]

x2 = (- 175.3658 ) / -12

x 2 = 14.6138

Therefore the zeros of the given quadratic functions are x₁ = -2.05 and x₂ = 14.61

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Answer:

D..   last one
If soccer balls are sold for $2.05 or $14.61 each, the store will break even but will not make a profit.

Step-by-step explanation:

Answer:

uhm where is x1 and y1?

Step-by-step explanation:

Y – y1 = m (x – x1)

[tex]\Large\maltese\underline{\textsf{Our problem:}}[/tex]

Write the equation of the line in P.S. form given the information below.

[tex]\Large\maltese\underline{\textsf{This problem has been solved!}}[/tex]

We cannot write an equation in Point-Slope Form, without knowing the Point-Slope Equation. [tex]\bf{y-y1=m(x-x1)}[/tex].

Now, all that we need to do is plug in the information given, that is

[tex]\rule{300}{1.7}[/tex]

[tex]\bf{y-(-3)=-\dfrac{1}{5}(x-0)}[/tex]

[tex]\triangledown[/tex]

[tex]\bf y+3=-\dfrac{1}{5}(x-0)}[/tex]

[tex]\rule{300}{1.7}[/tex]

[tex]\bf{y+3=-\dfrac{1}{5}(x-0).\;Hope\;the\;rest\;of\;your\;day\;is\;going\;to\;be\;fun!}[/tex]

[tex]\rule{300}{1.7}[/tex]

~[tex]\boxed{\bf{aesthetic \not101}}[/tex]~

Answer:

125

Step-by-step explanation:

All the work is in picture attat

Answer:

5/6

Step-by-step explanation:

4/3-1/2

1) make the denominators the same on both fractions

8/6-3/6=?

2) subtract numerators

5/6

3) simplify

cannot simplify

Answer:

5/6

Step-by-step explanation:

4/3  -1/2

The first step is to get a common denominator of 6

4/3 *2/2 = 8/6

1/2 * 3/3 = 3/6

8/6  -3/6

5/6

Answer:

u should add 118/9

Step-by-step explanation:

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Answer:

Adult: 59 tickets, Student: 642 tickets

Step-by-step explanation:

$5 = ticket per student (s)

$8 = ticket per adult (a)

$3682 = total money made

# of s = 11a-7 (7 less than 11 times the adults)

We can use this information to create a systems of equations.

5s + 8a = 3682

*price of a ticket times the number of students or adults equals total*

where s = 11a-7

Now we substitute in:

5(11a-7) + 8a = 3682

55a - 35 + 8a = 3682

63a - 35 = 3682

63a = 3717

a = 59

so 59 adult tickets were sold, now we can use this information to solve for student tickets.

s = 11(59)-7

s = 642

So 59 adult tickets, and 642 student tickets were sold.

The product of variables in inverse proportion is constant, so the equation is [tex]\boxed{xy=-3}[/tex]

Answer:

1/2*b*h

1/2*18*14

1*9*14

126

The one which is not part of the solution is option D. Using the commutative property.

A system of equations is two or more equations that can be solved to get a unique solution. the power of the equation must be in one degree.

Given;

5(2x-8)= 20

By Using the distributive property

10x-40-20 = 0

Combining like terms

10x-40+40-20 + 40 = 0

Dividing both sides by 10 to isolate the variable

10x = 60

x = 6

Thus, we can see that all the options are included except option D.

So, the one which is not part of the solution is option D. Using the commutative property.

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Answer:

11 is best answer for it ....,..........

Answer:

10

Step-by-step explanation:

The graph of the function is drawn. The open circle at -1 and 4 for -2x + 3.

The complete question is attached below.

The function that is transformed into the number of pieces is known as piecewise function.

The piecewise function is given below.

[tex]f(x)=\left\{\begin{matrix}3x-5 & x\leq -1 \\\\-2x+3 & -1 < x < 4 \\\\2 & x\geq 4 \\\end{matrix}\right.[/tex]

The graph of the function is drawn.

The open circle at -1 and 4 for -2x + 3.

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Answer: 1

Step-by-step explanation:

[tex]a-bc=7-2(3)=7-6=\boxed{1}[/tex]

Answer:

4

Step-by-step explanation:

4

The possible values of x are:

x = -1/2 + i/2

x = -1/2 - i/2

A basic quadratic equation, or a second-order polynomial equation with a single variable, is represented by the equation x : ax² + bx + c = 0, where a≠0 for the variable x. As it is a second-order polynomial equation, which is ensured by the algebraic fundamental theorem, it must have at least one solution.

To find the possible values of x in equation 8x² + 4x = -1, we need to solve for x.

First, we can rearrange the equation to get:

8x² + 4x + 1 = 0

We can solve this quadratic equation using the quadratic formula:

x = (-b ± √(b² - 4ac)) / 2a

where a, b, and c are the coefficients of the quadratic equation in standard form (ax² + bx + c).

In this case, a = 8, b = 4, and c = 1. Substituting these values into the quadratic formula, we get:

x = (-4 ± √(4² - 4(8)(1))) / 2(8)

x = (-4 ± √(16 - 32)) / 16

x = (-4 ± √(-16)) / 16

x = (-4 ± 4i) / 16

where i is the imaginary unit, which is defined as the square root of -1.

Therefore, the possible values of x are:

x = (-4 + 4i) / 16

x = (-4 - 4i) / 16

These values can also be simplified as:

x = -1/2 + i/2

x = -1/2 - i/2

So the possible values of x are complex numbers, specifically x = -1/2 ± i/2.

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Answer:

√85 which is approximately 9.2195

Step-by-step explanation:

The approximate length of fencing she needs will be 41.42 feet. Then the correct option is D.

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

Janet is fencing a triangular portion of her yard, which has measurements as shown.

She postulates fencing for the two sides of the yard that do not include the house.

She also requires fencing for the third side of the yard, except for the portion taken up by the house.

Then the approximate length of fencing she needs will be

Let x be the length of fencing.

Then we have

⇒ x + 100 + 100

Then we have

x = c – 100

Then the value of c is given by the Pythagoras theorem. Then we have

c² = 100² + 100²

c² = 10000 + 10000

c² = 20000

c = 141.42 ft

Then the value of x will be

x = 141.42 – 100

x = 41.2 feet ≈ 41 feet

Then we have

⇒ 41 + 100 + 100

⇒ 241

Then the correct option is D.

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Answer: -6

Step-by-step explanation:

[tex]\frac{-10-2}{2}=\boxed{-6}[/tex]

The Median of the density is -6.

An illustration of a numerical distribution with continuous results is a density curve. A density curve is, in other words, the graph of a continuous distribution. This implies that density curves can represent continuous quantities like time and weight rather than discrete events like rolling a die (which would be discrete). As seen by the bell-shaped "normal distribution," density curves either lie above or on a horizontal line (one of the most common density curves).

It is clearly visible from the uniform density curve given in the question that the median of the population density is  -6.
Because the area to the left and right of the density curve is the same.

Hence, the Median of density is -6.

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Answer:

C. Lines with congruent alternate interior angles are parallel.

The formula that finds the probability that a point on the grid below will be in the blue area is represented by the option:

P (blue) = StartFraction number of blue squares over the total number of squares EndFraction.

The probability = 1/2.

The probability of an event defines the chance of the occurrence of that event. It is given by the ratio of the total number of outcomes favorable to the event to the total number of outcomes in the experiment.

If we suppose an event to be A, the total number of possible outcomes favorable to A be n, and the total number of outcomes in the experiment be S, then the probability of event A can be given as:

P(A) = n/S.

In the question, we are asked to find the formula that defines the probability that a point on the grid will be in the blue area, where the grid contains 20 squares, 10 of them being shaded blue.

We take the event that the chosen point is in the blue area as A.

The total number of outcomes favorable to this event A can be given by n, which will be equal to the number of blue squares = 10

The total number of outcomes in the experiment can be given by S, which will be equal to the number of squares = 20.

Now, the formula for the probability of event A can be written as

P(A) = n/S = 10/20 = 1/2.

The formula that finds the probability that a point on the grid below will be in the blue area is represented by the option:

P (blue) = StartFraction number of blue squares over the total number of squares EndFraction.

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