Match each equation to the situation it represents.

Answer:

Option (1)

Step-by-step explanation:

Angles 2 and 5 are supplementary by the same-side interior angles theorem.

Answer:

$200

Step-by-step explanation:

Consider the original price be x

As per the question

Solving the equation yields:

In conclusion

the original price of the jacket was $200

Answer:8.8 pounds a day

Step-by-step explanation:

7 days in a week

28/7=4 kg a day

2.2*4=8.8

8.8 pounds

Using a system of equations, it is found that the price of a student ticket is of $3.49.

A system of equations is when two or more variables are related, and equations are built to find the values of each variable.

The variables are given as follows:

Considering the revenues and the number of tickets sold, the equations are given as follows:

From the second equation:

90y = 935 - 100x

y = (935 - 100x)/90

y = 10.39 - 1.11x

Replacing in the first equation:

180x + 110y = 1345.

180x + 110(10.39 - 1.11x) = 1345

57.9x = 202.1.

x = 202.1/57.9

x = 3.49.

The price of a student ticket is of $3.49.

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70 packages can be filled from a jar that contains 7/8pounds of the leaves

Fractions are written as a ratio of two integers. If each bad contains 1/80 pound peppermint leaves, then;

1/80pounds = 1 package

To determine the total package for 7/8 pounds of leaves

7/8 pounds = x

Take the ratios

1/80 * 8/7 = 1/x

8/560 = 1/x

x = 560/8

x = 70

70 packages can be filled from a jar that contains 7/8pounds of the leaves

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Using it's concept, it is found that there is a 0.6 = 60% probability that the flower is NOT A ROSE.

A probability is given by the number of desired outcomes divided by the number of total outcomes.

In this problem, there are 6 + 5 + 4 = 15 flowers, out of which 5 + 4 = 9 are not roses, hence the probability is given by:

p = 9/15 = 0.6 = 60%.

0.6 = 60% probability that the flower is NOT A ROSE.

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Answer:

y-2=1/3(x-3)

Step-by-step explanation:

please mark me as brainlest

Answer: y-2=1/3(x-3), which is Choice [B]

Step-by-step explanation:

Hii, do you need to know the answer to your question? No problem! (:

First, do you remember what the "point-slope" formula is? It's

y-y1=m(x-x1)

Now it's just a matter of sticking in the known values.

y-2=1/3(x-3)

Voila! There's our solution, cheers! (:

--

Hope that this helped! Best wishes.

[tex]\bigstar\underbrace[/tex]

Donte did a mistake that 'he did not apply the distributive property correctly for 4(1 3i)' option (A) is correct.

It is defined as the number which can be written as x+iy where x is the real number or real part of the complex number and y is the imaginary part of the complex number and i is the iota which is nothing but a square root of -1.

The question is incomplete.

The complete question is in the picture, please refer to the attached picture.

We have an expression:

= 4(1 + 3i) – (8 – 5i)

= 4 + 12i - 8 + 5i  

He did not distribute the subtraction sign correctly for 8 – 5i.

= -4 + 17i

Thus, Donte did a mistake in that 'he did not apply the distributive property correctly for 4(1 3i)' option (A) is correct.

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Answer:

(A) is correct.

Step-by-step explanation:

I'm assuming that the diagonals intersect at E. Since diagonals of a parallelogram bisect each other, BE=ED.

As distance must be positive, we reject the negative case, so x=8.

Thus, BE=ED=54.

Answer:

1/3

Step-by-step explanation:

DE/AB = EF/BC = FD/CA

15/45 = 9/27 = 8/24 = 1/3

hope this will help u

Parallel lines have the same slope since the slope is like a measure of steepness and since parallel lines are of the same steepness, thus, are of the same slope. The correct option is C.

Parallel lines have the same slope since the slope is like a measure of steepness and since parallel lines are of the same steepness, thus, are of the same slope.

Since the given parallel line has equation y = 2x + 2 , thus its slope is 2 and thus, the slope of the needed line is 2 too.

The next step that Gerald should take is Using the compass measure between points S and N, draw an arc to the right of line m, centered at T, intersecting the edge of circle P.

Hence, the correct option is C.

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The least number of pens each boy can have brought is 60

We have:

Vincent = 6 packs

Aidan = 20 boxes

Factorize 6 and 20

6 = 1 * 2 * 3

20 = 1 * 2 * 2 * 5

Multiply all factors

LCM = 1 * 2 * 2 * 3 * 5

Evaluate the product

LCM = 60

Hence, the least number of pens each boy can have brought is 60

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The probability that more than 12 particles occur in the area of a disk under the study is 0.20844.

The number of particles follows a Poisson Distribution.

A Poisson Distribution over a variable X, having a mean λ, has a probability for a random variable x as  [tex]P(X = x) = e^{-\lambda} \frac{\lambda^{x}}{x!}[/tex] .

In the question, x = 12.

λ = 100*0.1 = 10.

To find : P(X > 12)

P(X > 12) = 1 - P(X ≤ 12) = 1 - poissoncdf(10,12)

As to find the probability of a Poisson Distribution P(X ≤ x), for a mean = λ, we use the calculator function poissoncdf(λ,x).

Therefore, P(X > 12) = 1 - 0.79156 = 0.20844.

Therefore, the probability that more than 12 particles occur in the area of a disk under the study is 0.20844.

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Answer:

Conclusion : it lives in the water

Step-by-step explanation:

Concept :The conclusion of a conditional statement is the result of the hypothesis. The “then” part of an if-then statement is called the conclusion.

therefore, for the given statement,

the 'then' part is 'it lives in the water'

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Answer:

magnitude of a shown vector is

[tex]4 \sqrt{5} [/tex]

Using the relation between velocity, distance and time, it is found that t = 3 hours.

Velocity is distance divided by time, hence:

[tex]v = \frac{d}{t}[/tex]

For this problem, the parameters are given as follows:

d = 15 miles, v = 5 mph

Hence the time in hours is found as follows:

[tex]v = \frac{d}{t}[/tex]

[tex]5 = \frac{15}{t}[/tex]

5t = 15

t = 15/5

t = 3 hours.

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Answer:

The first statement is true so Shannon is incorrect.

Step-by-step explanation:

Volume of the pyramid with base  20 and h = 6

= 1/3 * base area * height

= 1/3 * 20 * 6

= 40 unit^3.

Answer:

Step-by-step explanation:

Comment

The one you can pick out that is true is D. The others you have to be careful with. C is a line and it has two arrowheads in the symbol above the two letters which makes it correct as well. A is not correctly marked, so it is not there the way it is marked. One would think ZX is a ray the way it is marked.

Answer: C and D

Answer:

Every ordered pair within this region will satisfy the inequality y ≥ x. Incorrect. The boundary line here is y = x, and the correct region is shaded, but remember that a dotted line is used for < and >. The inequality you are graphing is y ≥ x, so the boundary line should be solid.

Answer:it is o to 10/5 which is 1/

Step-by-step explanation:

Answer:

F(-2) = 7

Step-by-step explanation:

 Finding a specific point on a function given the x position can be done by substituting x in the function for the given number, then solving said function. The value on the right side of the function is the y position.

For this specific function [F(x) = x² + 3], substitute x for -2.

F(-2) = (2)² + 3

Next, solve the equation.

F(-2) = 4 + 3

F(-2) = 7

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Required answer: f(2) = -1

Detailed explanation:

To find f(-2), we will substitute -2 for x in the function:

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

[tex]\bf{f(-2)=-(-2)^2+3}[/tex]

[tex]\bf{f(-2)=-4+3}[/tex]

[tex]\bf{f(-2)=-1}[/tex]

[tex]\hrulefill[/tex]

Have a wonderful day!

The expression that is equivalent to the given expression is [tex]3\sqrt[6]{z}[/tex]

From the question, we are to determine which of the expressions is equivalent to the given expression

The given expression is

[tex]6\sqrt{z} \div \sqrt[3]{8z}[/tex]

The expression can be simplified as

[tex]6\sqrt{z} \div \sqrt[3]{8z}[/tex]

[tex]\frac{6\sqrt{z}}{\sqrt[3]{8z}}[/tex]

[tex]= \frac{6 \times \sqrt{z}}{\sqrt[3]{8} \times \sqrt[3]{z}}[/tex]

[tex]= \frac{6 \times z^{\frac{1}{2} } }{2 \times z^{\frac{1}{3} }}[/tex]

[tex]= 3\times z^{\frac{1}{2} -\frac{1}{3}}[/tex]

[tex]= 3\times z^{\frac{1}{6}}[/tex]

[tex]= 3\times\sqrt[6]{z}[/tex]

[tex]= 3\sqrt[6]{z}[/tex]

Hence, the expression that is equivalent to the given expression is [tex]3\sqrt[6]{z}[/tex]

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Step-by-step explanation:

if you have any doubts or queries regarding the answer please feel free to ask

Answer:

4 1/2 hours

Step-by-step explanation:

first i subtracted 1.3 from 4 and got 2.7

Next i just multiplied 0.6 by random numbers ubtil i got something close to 2.7

i ended up with 2.4 when I multiplied 0.6 by 4

it still is .3 short

since it takes an hour for the candle to burn, then if you cut it in half, that means 30 minutes

therfore, 4.5 hours

Triangle JKL was rotated 90 degrees about the origin and translated 2 units left to form triangle J"K"L"

Transformation is the movement of a point from its initial location to a new location. Types of transformation are translation, rotation, reflection and dilation.

Triangle JKL was rotated 90 degrees about the origin and translated 2 units left to form triangle J"K"L"

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Answer:

Step-by-step explanation:

Answer:

145

Step-by-step explanation:

mutiply each 6 and 7 twice and add 7x7 from the bottom

Answer:

x = 4 or x = -3/2

Step-by-step explanation:

To simplify and solve this, let's use the quadratic formula.

So the format of a quadratic equation is supposed look like this:

[tex]ax^2+bx+c=0[/tex]

Let's find a, b, c:

Now let's solve the equation.

Let's solve your equation step-by-step.

2x^2−5x−12=0

For this equation: a=2, b=-5, c=-12

2x^2+−5x+−12=0

Step 1: Use quadratic formula with a=2, b=-5, c=-12.

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

[tex]x=\frac{-(-5)\pm\sqrt{(-5)^2-4(2)(-12)} }{2(2)}[/tex]

[tex]x=\frac{5\pm\sqrt{121} }{4}[/tex]

[tex]x=4[/tex] or [tex]x=\frac{-3}{2}[/tex]

Answer:

x = 4 or x = -3/2

Answer:

A. is correct answer

Step-by-step explanation:

full explanation

[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]

[tex]\qquad \tt \large Scaler : [/tex]

[tex]\qquad \tt \large Vector : [/tex]

____________________________________

[tex] \large \tt Explanation \: : [/tex]

[tex] \textsf{Scaler quantity : } [/tex]

Those quantities that can be expressed simply by its magnitude [numeric value and unit] are known as Scaler quantities.

Operations on Scaler quantities can be done by simple algebraic rules.

Eg. Pressure, Electric current, Conductivity, Electric Conductance, frequency, heat capacity, power, latent heat, etc

[tex] \textsf{Vector quantity } [/tex]

Those quantities that need magnitude and direction to define express itself and follows Vector law of addition are known as Vector quantities.

Vector algebra is used for operations on vector quantities.

Eg. Impedance, Torque, etc

Answered by : ❝ AǫᴜᴀWɪᴢ ❞