To solve the equation ‐2x + 5 = 9 for x, what operations must be performed on both sides of the equation in order to isolate the variable x?

The slope and the y-intercept of the linear function represented by the graph is given as follows:

The slope is two-thirds, and the y-intercept is –2.

A linear function is modeled by:

y = mx + b

In which:

Looking at the graph, when x = 0, y = -2, hence the y-intercept is of -2. The slope is given by change in y divided by change in x, hence considering that the graph also goes through (3,0), it is given by:

[tex]m = \frac{0 - (-2)}{3 - 0} = \frac{2}{3}[/tex]

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Answer:

Eight days in total.

Step-by-step explanation:

If it takes two painters four days to paint, one person should take twice as long, because of not having help from another person to make the painting process quicker. So, the single person would take eight days to paint in the same job. (Hope this helps!)

Answer:

[tex]a=5 \sqrt{7}[/tex]

Step-by-step explanation:

Pythagoras Theorem explains the relationship between the three sides of a right triangle.  The square of the hypotenuse (longest side) is equal to the sum of the squares of the legs of a right triangle:

    [tex]a^2+b^2=c^2[/tex]

where:

Given:

Substitute the given values into the formula and solve for a:

[tex]\begin{aligned}a^2+b^2 & = c^2 \\\implies a^2+9^2 & =16^2\\a^2+81 & =256\\a^2+81-81 & =256-81\\a^2 & =175\\\sqrt{a^2} & =\sqrt{175}\\a & =\sqrt{25 \cdot 7}\\& = \sqrt{25}\sqrt{7}\\& =5\sqrt{7}\end{aligned}[/tex]

Therefore, the measure of the third side of the given right triangle is [tex]5 \sqrt{7}[/tex]

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Answer:

10

Step-by-step explanation:

Answer:

(3y+z)/20

Step-by-step explanation:

Begin by moving 3y to the right side of your equation:

20x=3y+z

Then divide both sides by 20 isolating x on one side of your equation:

x=(3y+z)/20

The required solution of the following equation 20x - 3y = z is

x=(3y+z)/20

An equation is a mathematical statement that is made up of two expressions connected by an equal sign. Equation, statement of equality between two expressions consisting of variables and/or numbers.

Given:

The following equation is

20x - 3y = z

According to given question we have

The equation is

20x - 3y = z

By simplifying we have to solve in terms of x

By move 3y to the right side of your equation:

20x=3y+z

Then divide both sides by 20 isolating x on one side of your equation:

x=(3y+z)/20

Therefore, the required solution of the following equation 20x - 3y = z is

x=(3y+z)/20

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Answer:

Step-by-step explanation:

Which expression is equivalent to

(3²)

3² = 9

The chance of not throwing the ball to a receiver on either throw is 0.0375, or 3.75 per cent.

Probability is defined as the ratio of the number of favourable outcomes to the total number of outcomes in other words the probability is the number that shows the happening of the event.

This is event A when he misses the first throw. P(A) = 25%, or 0.25 Because event B takes place only after event A. When he misses on the second throw, event B occurs. P(B/A) = 15% or 0.15

P(A[tex]\cap[/tex]B) = P(A) P(B/A) P(A[tex]\cap[/tex]B)

P(A[tex]\cap[/tex]B) = (0.25)x(0.15) P(ANB)

P(A[tex]\cap[/tex]B) = 0.0375

Therefore the chance of not throwing the ball to a receiver on either throw is 0.0375, or 3.75 per cent.

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Answer:

496 seconds

Step-by-step explanation:

148800000 ÷ 300000 = 496

Answer:

A.

Step-by-step explanation:

let me know if you want an explanation :))

Answer: x = 44

Step-by-step explanation:

The exterior angles of a polygon add to 360 degrees so:

Answer:

23

Step-by-step explanation:

substitute x = 4 into the expression

5x + 3 = 5(4) + 3 = 20 + 3 = 23

Hii!

____________________________________________________________

Answer:

The value is 23 - Choice [C] ✅

Step-by-step explanation:

STICK IN the value of x.

5x+3

5·4+3

MULTIPLY 5·4

20+3

ADD

23

--

Hope that this helped! Best wishes.

--

The transformation occurs from function g is a vertical translation 6 units down.

A function f, usually with some geometrical underpinning, that maps a set X to itself, i.e. f : X → X.

Given:

g(x) = 4x + 6

g(x) = 0

4x + 6=0

x= -6/4

Now,

f(-6/4) = 2 - 1

=-1

By seeing g(x), we can say that  function g is a vertical translation 6 units down.

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Answer:

the GCF of the number in the given expression (32+16) is 16.

Step-by-step explanation:

This is your answer

The steps of student B are in the correct order but the steps of student A are in the incorrect order.

Lines that intersect at a right angle are named perpendicular lines. Lines that are always the same distance apart from each other are known as parallel lines and the lines that never intersect are known as parallel lines.

We have:

You are given AB and point C. Construct a line parallel to AB that passes through point C

The correct way to draw a parallel line to AB that passes through point C is:

The steps of student B are in the correct order but the steps of student A are in the incorrect order.

Thus, the steps of student B are in the correct order but the steps of student A are in the incorrect order.

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Answer:

depends on how many actives there are and maybe on if they preferred one over another it would get more time

Step-by-step explanation:

The two cars in relation to each other when they began travelling will be car B was 20 miles east of car A. Then the correct option is A.

The distance covered by the particle or the body in an hour is called speed. It is a scalar quantity. It is the ratio of distance to time.

We know that the speed formula

Speed = Distance/Time

Car A is travelling east at a steady speed of 50 miles per hour.

Then the equation of car A is given as

y = 50x + C

where x be the number of miles and x be the number of hours.

Then we have

After 2 hours, it is 140 miles east of Johns town.

Then we have

y = 50x ..1

Car B is travelling east on the same road. its distance east of Johns town is represented by the graph.

Then the equation of car B will be

y = [(120 - 20) / (2 - 0)]x + 20

y = 50x + 20 ...2

Then the two cars in relation to each other when they began travelling will be car B was 20 miles east of car A.

Then the correct option is A.

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Answer:
Car A was 20 miles east of car B.

Step-by-step explanation:

Answer:

(16, 0) should be right.

Step-by-step explanation:

Well, I used to do the math, but after using Acellus a while, I found Symbolab.

It's suuuper handy with Algebra. I highly recommend.

How I found this intercept was enter:

intercept -2x+8y=-32

and bam it lists you all intercepts!

Answer:

(-1, -1)

Step-by-step explanation:

Assuming the dilation is centered at the origin, we can multiply each of the coordinates by the scale factor.

This gives A'(-1, -1)

A variation on Momentary Time Sampling that involves counting the number of students in a classroom engaged in a target behaviour at the designated time in the interval is known as Planned Activity Check ( PLACHECK)

Momentary Time Sampling is a method of recording a student's behaviour ,

It helps in understanding clearly the regularity of a student.

This method is used when the behaviour cannot be easily counted or it is difficult for the teacher to focus to get the exact duration in which the student showed severity to the work.

In easy words , a timer is set and from the start to the end of the timer , it is observed whether the required goal is achieved or not and what is the frequency at which that task is being done in the time interval.

Planned Activity Check ( PLACHECK) is when Momentary Time Sampling is done with the group , It provides the measure of a group behaviour.

Therefore ,

A variation on Momentary Time Sampling that involves counting the number of students in a classroom engaged in a target behavior at the designated time in the interval is known as Planned Activity Check ( PLACHECK)

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Answer:

Step-by-step explanation:

The permutation equation [tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex] is true for all integers n ≥ 3

We have:

[tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex]

Apply the following permutation formula

[tex]^{n}P_r = \frac{n!}{(n- r)!}[/tex]

So, we have:

[tex]\frac{(n + 1)!}{(n + 1 - 3)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)!}[/tex]

Evaluate the difference

[tex]\frac{(n + 1)!}{(n - 2)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)!}[/tex]

Expand

[tex]\frac{(n + 1)!}{(n - 2)(n - 3)!} - \frac{n!}{(n - 3)!} = 3 * \frac{n!}{(n - 2)(n - 3)!}[/tex]

Multiply through by (n - 3)!

[tex]\frac{(n + 1)!}{(n - 2)} - n! = 3 * \frac{n!}{(n - 2)}[/tex]

Expand

[tex]\frac{(n + 1) * n!}{(n - 2)} - n! = 3 * \frac{n!}{(n - 2)}[/tex]

Divide through by n!

[tex]\frac{(n + 1)}{(n - 2)} - 1 = \frac{3}{(n - 2)}[/tex]

Take the LCM

[tex]\frac{n + 1 - n + 2}{(n - 2)} = \frac{3}{(n - 2)}[/tex]

Evaluate the like terms

[tex]\frac{3}{(n - 2)} = \frac{3}{(n - 2)}[/tex]

Both sides of the equations are the same.

Hence, the permutation equation [tex]^{n+1}P_3 - ^nP_3= 3 * ^nP_2[/tex] is true for all integers n ≥ 3

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Answer:

x = 10

Step-by-step explanation:

the ray is an angle bisector and divides the opposite side into segments that are proportional to the other 2 sides , that is

[tex]\frac{x+4}{2x +1}[/tex] = [tex]\frac{8}{12}[/tex] = [tex]\frac{2}{3}[/tex] ( cross- multiply )

2(2x + 1) = 3(x + 4) ← distribute parenthesis

4x + 2 = 3x + 12 ( subtract 3x from both sides )

x + 2 = 12 ( subtract 2 from both sides )

x = 10

Answer:

a⁻⁴ = 1/a⁴

Step-by-step explanation:

1/a⁴

Answer:

-3 + -2x5 / -4 + -1 = 5

(-3 + -2)* 5/ (-4-1) = 5.

Answer:

60

Step-by-step explanation:

10(2 + 2) + 20

=10(4)+20

=40+20

=60

Answer:

each one is double the one before it so in year 5...

3912*2=7824

Hope This Helps!!!

Answer:

7824

Step-by-step explanation:

Answer: 8:19 ✅

Step-by-step explanation:

Hii, let me help you out! ^^

First we should find the total number of students. This can be done by adding the number of boys in this particular math class plus the number of girls in that same class. This is shown below.

[tex]\boldsymbol{Number\;of\,students=\quad Number\;of\;Girls+\;Number\;of\;boys}[/tex]

The number of girls is 11, and the number of boys is 8. Now, it's just a matter of sticking in the known values.

[tex]\multimap\quad \tt 8+11=19\;Students[/tex]

[tex]\large\text{Part 1 is Successfully Completed!}[/tex]

Let's set up a ratio of boys to the total number of students.

This is shown below:

[tex]\boldsymbol{Boys:Total\:\#\;of\;students}[/tex]

Once again, this is simply a matter of sticking in the known values.

[tex]\multimap\quad \tt 8:19[/tex]

[tex]\large\text{Part 2 is Successfully Completed!}[/tex]

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

Hope I helped! Best wishes.

Reach far. Aim high, Dream big.

[tex]\underbrace[/tex]

Answer:

i think its 8(a+2c)

Step-by-step explanation:

The GCF or greatest common factor of 8 and 16 is 8.

8a+16c

8(a+2c)

Therefore the answer is 8(a+2c)

Answer:

The conclusion derived by Mandy is incorrect.

Step-by-step explanation:

Proportional relationships are relationships between two variables where their ratios are equivalent. Another way to think about them is that, in a proportional relationship, one variable is always a constant value time the other. That constant is known as the "constant of proportionality".

To determine if the input and output are proportional, we simply divide the output (y) by the corresponding input (x).

i.e. Ratio[tex]=\frac{y}{x}[/tex]

So, we have:

[tex]Ratio=\frac{5}{1}=5[/tex]

[tex]Ratio=\frac{10}{2}=5\\ Ratio =\frac{25}{5}=5\\ Ratio=\frac{50}{10} =5[/tex]

For the four input and output data, the ratios are equal. This means that the relationship is proportional.

Hence, Mandy's conclusion is incorrect.

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ratios are equal, so its proportionate Mandy's conclusion is incorrect.