Solve the inequality:


2x−9≥17

Select one:

x≤13

x≥3

x≤3

x≥13

Answer: A

Graph cut the horizontal and vertical axis at 2 points A(0;5) and B(1.66666;0)

you calc x=0 in the answer and have y

you can choose A or B. Next, you calc y=0 into A,B. If x=1.6666666, your answer is A

Sorry about my bad english

Answer:

An animal shelter has $2500 in its reserve fund.  The shelter charges $40 per animal placement and would like to have at least $4000 in its reserve fund.  Write an inequality to represent this situation.

Step-by-step explanation:

plz answer

Answer:

OK

Step-by-step explanation:

What type of math geometry? Algebra?

Answer:

When we add two or more whole numbers, their sum is the same regardless of the order of the addends. The sum of both 2 + 4 and 4 + 2 is 6. That means, we can add whole numbers in any order. When three or more numbers are added, the sum is the same regardless of the grouping of the addends.

Step-by-step explanation:

there

There are four mathematical properties which involve addition. The properties are the commutative, associative, identity and distributive properties.

Commutative Property: When two numbers are added, the sum is the same regardless of the order of the addends.

For example 4 + 2 = 2 + 4

To remember the commutative property, it might be helpful to think about the word commute which means to switch places between home and work (or home and school). In the example above, you can see the 4 and the 2 commuting or switching places.

Associative Property: When three or more numbers are added, the sum is the same regardless of the grouping of the addends.

For example (2 + 3) + 4 = 2 + (3 + 4)

To remember the associative property, it might be helpful to think about the word associate, which as a verb means to interact with a group (maybe you associate with a certain group of friends!). The parentheses are grouping operators, that is, they form groups of numbers and operations. You can see in the example above, the 3 can associate with either the 2 or the 4, but the value of each side is still a total of 9.

Identity Property: The sum of any number and zero is the original number.

For example 5 + 0 = 5.

To remember the identity property, it might be helpful to think of it as a question and answer: What number can I add so that the value is not changed? Zero. In the example above, the 5 gets to keep its identity because adding zero does not change its value.

Distributive Property: The sum of two numbers times a third number is equal to the sum of each addend times the third number.

For example 4 * (6 + 3) = 4*6 + 4*3

The distributive property is the only property that combines multiplication and addition. That makes it very important!

Answer:

6 times

Step-by-step explanation:

Answer:

6

Step-by-step explanation:

add me on discord fun54658#0871

Answer:

slope:1/2

y intercept:-1/2

equation of the line: y=1/2x-1/2

Step-by-step explanation:

choose two points from the line( I chose (3,1) and (-1,-1)) and then using y1-y2/x1-x2, do 1 - -1/3 - -1 which is 2/4 simplified to 1/2. the slope is 1/2.

now to find the y intercept, you just have to plug in the numbers from one of the sets of points you chose and your slope using y = mx +b(I will be using the point (-1,-1)). equational look like this: -1=1/2•-1+b

since b is the y intercept, solve for b and you get b= -1/2.

so nowsince you know the slope and the y intercept you just plug it in to the equation

y = mx + b and you get y=1/2x-1/2.

Answer:

5 ^15

Step-by-step explanation:

(5 ^3)^5 =5 ^(3×5)=5 ^15

The rule used is (a^b)^c = a^(b*c)

If you raise some exponential expression to another exponent, then you multiply the exponents. You keep the base the same.

In this case, a = 5, b = 3, c = 5.

Using a calculator,

5^15 = 30,517,578,125

But it's likely your teacher will want you to keep the answer in exponential form since it's easier to work with.

Answer:

4 because everything is multiplied by 2

Step-by-step explanation:

3.5 × 2 = 7, do the same thing to the amount of oz used to make the cube.

2 × 2 = 4, so 4 oz of clay should be enough. PLZ MARK BRAINLIEST

Answer: 15 meters per second

Step-by-step explanation: Kilometers are 1,000 times larger than meters

Answer:

you would need to cross multiply 37/45 = x/100

Step-by-step explanation:

The first part represents the 37 dollars out of the original 45 and the second part represents x= the unknown percent out of 100 percent.

Answer:

basically u do the formulas and plug them in.

Step-by-step explanation:

Answer:

[tex]|A-38|=5[/tex]

33% or 43%

Step-by-step explanation:

Given that poll is accurate within [tex]\pm5[/tex].

38% voters have voted for candidate A.

[tex]A[/tex] is the percent of voters who will vote for candidate A.

So, value of A can be 38+5=43%

OR

38-5 = 33%

We will write an absolute function for the above situation.

But, first of all, let us have a look at the definition of Absolute value function.

[tex]|y|=\left \{ {-{y}\ if\ y<0 \atop {y}\ if\ y>0} \right.[/tex]

The the value of function gives us a negative sign when the value inside the modulus function is negative.

[tex]A-38[/tex] will be negative when [tex]A < 38[/tex] and

[tex]A-38[/tex] will be positive when [tex]A>38[/tex].

This difference is given as [tex]\pm5[/tex].

Therefore, the absolute value function can be written as:

[tex]|A-38|=5[/tex]

Case 1: [tex]A < 38[/tex]

As per definition of modulus function, it will open with a negative sign.

[tex]-A+38=5\Rightarrow A = 33[/tex]

Case 2: [tex]A>38[/tex]

As per definition of modulus function, it will open with a positive sign.

[tex]A-38=5\Rightarrow A = 43[/tex]

Therefore the answer is 33% or 43%

Answer:

all numbers

Step-by-step explanation:

|5x|>-4

Absolute values are greater than or equal to zero

This says that our absolute value is greater than a negative number

This is always true so x can be any number, so it has infinite solutions

x is all real numbers

Answer: $249,300

Step-by-step explanation:

The exact formula would be if I think this is right

PV = PMT(1-(1+r)^-n)/r with r & n adjusted for periodicity

= 1400(1-(1+.054/12)^-360)/(.054/12)

= $249,318.47

which you can round off to, say, $249,300 <------

note:

counterchechecked with a financial calculator

Answer:

239,600

Step-by-step explanation:

Answer:

Point C i think is: (33/8, 0)

Step-by-step explanation:

I hope this helps -w-

Answer:

d = 10 inches

Step-by-step explanation:

It is given that,

The length, breadth and the height of a rectangular box is 8 inches×10 inches ×6 inches

We need to find the length of its longest diagonal.

In a rectangle, 6 inches will act as perpendicular and 8 inches will be base. The diagonal can be calculated using Pythagoras theorem as follows :

[tex]d=\sqrt{8^2+6^2} \\\\=\sqrt{64+36}\\\\=10\ \text{inches}[/tex]

So, the length of its diagonal is 10 inches.

Answer:

1887

Step-by-step explanation:

[tex]\textrm{substitute }x=-5\textrm{ into the equation:}\\2(-5)^{4}-5(-5)^{3}+(-5)^{2}+3(-5)+2\\=2(625)-5(-125)+25-15+2\\=1887[/tex]

Answer:

x = 2

Step-by-step explanation:

x = 4 is the equation of a vertical line parallel to the y- axis

A line parallel to it must also be a vertical line with equation

x = c ( c is a constant )

The only equation of this form is

x = 2 ← parallel to x = 4

Answer:

this is hard is this algabra

Answer:

The last option is correct:

"On a graph, plot the line y = −x + 1, which has y-intercept = 1 and slope = −1, and y = 2x + 4, which has y-intercept = 4 and slope = 2, and write the coordinates of the point of intersection of the two lines as the solution."

Step-by-step explanation:

We have a pair of equations of lines:

y=-x+1

y=2x+4

The equation of a line can be written as follows:

y=mx+b

Where m is the slope and b is the y-intercept.

Following the form of both lines, we can conclude that:

The first line has slope -1 and y-intercept 1

The second line has slope 2 and y-intercept 4.

To solve the system of equations graphically, we must plot both lines and write the coordinates of the point of intersection of the lines as the solution.

The only option which has all the correct information is the last one:

"On a graph, plot the line y = −x + 1, which has y-intercept = 1 and slope = −1, and y = 2x + 4, which has y-intercept = 4 and slope = 2, and write the coordinates of the point of intersection of the two lines as the solution."

The fourth option is correct which is : On a graph, plot the line y = −x + 1, which has y-intercept = 1 and slope = −1, and y = 2x + 4, which has y-intercept = 4 and slope = 2, and write the coordinates of the point of intersection of the two lines as the solution.

For plotting the graph of a line we compare the given equation of the line to the standard equation:   y = mx + c

where m = slope of the lie

           c = intercept on y- axis

(i) y = -x + 1

 comparing with y = mx + c we get,

         slope m = -1

        y-intercept c = 1

(ii) y = 2x + 4

  comparing with y = mx + c we get,

         slope m = 2

        y-intercept c = 4

Learn more about graph plotting:

https://brainly.com/question/11616742?referrer=searchResults

Answer:

y=x-3

Step-by-step explanation:

thats the answer

Answer:

See below

Step-by-step explanation:

The patties (3 packs)

12x3= 36

The buns (4 packs)

9x4= 36

cost:

3x$4.98= $14.94

4x$2.16= $8.64

Add them to equal the total cost

= $ 23.58

The image of the division problem is missing, so i have attached it.

Answer:

D: He multiplied the divisor by 100 and the dividend by 10.

Step-by-step explanation:

From the image, we can see from the initial values, they are trying to divide 0.52 by 754.

In Mathematics, it means that 0.52 is the divisor while 754 is the dividend.

Now, the next step sees 0.52 changed to 52 while 754 changes to 7540.

Now, 0.52 to 52 means 0.52 was multiplied by 100.

This means that 754 should also be multiplied by 100 to give 75400 in order to retain the original answer that would have been gotten if we had divided 0.52 by 754.

Yet they used 7540.

Thus,the error is that he multiplied the divisor by 100 while he multiplied the dividend by 10.

Answer :

D - He multiplied the divisor by 100 and the dividend by 10.

Answer:

75 = 25 x 3.

Step-by-step explanation:

this is the answer the picture above

Answer:

$132

Step-by-step explanation:

40% off means it is actually 60% of the regular price.

Thus, you will multiply the original (220) by .6 (this means 60 percent)

and you will get 220*.6=132

Answer:

132

Step-by-step explanation:

First, find 40% of 220, which is 88 (220 * 0.4). Since everything was marked down, 40% was taken off the original price. So, 220 - 88 = 132

Answer:

5,200

Step-by-step explanation:

Answer:

5,000

Step-by-step explanation:  Think back to your elementary days: how did you learn to round numbers? Chances are, your teacher taught the class how to round up or down from the number 5. In other words, if the last number is below five, you might round it down, and if it’s above, it gets rounded up.  

In fact, there are a whole plethora of rounding rhymes that can easily be found on the internet. Complete a quick Google search, and you might find something like, “5 and above, give it a shove! 4 and below, let it go!”. While these sayings might seem like a great solution to help kids quickly learn to solve problems, how do children know what place value they are rounding to?  

kids with scores

Before the current Common Core or individual state standards were established, mathematics was often taught by encouraging students to memorize facts and learn tricks to complete problems. Rounding is no exception, as many educators have encouraged kids to use rhymes like those described above. Needless to say, it doesn’t teach a child the underlying concept itself.  

Below we’ll explore exactly why teaching math tricks don’t work, even if it helps students to arrive at a correct answer. Then, keep reading to discover 7 of the best ways to teach rounding numbers.  

Why Getting Answers Correct is Not Enough

As mentioned above, teaching kids tricks or “hacks” to complete math problems can sometimes be helpful, it doesn’t help your child understand the mathematical concept behind the skill. For kids, teaching them to think about the number 5 and round up or down can help them arrive at the right answer, but they aren’t thinking about place value when they use the trick. So, if children are completing a rounding activity, they don’t know if they should round to the nearest ten or hundred. In fact, they might not know why they’re rounding up or down at all!  

Answer:

D

Step-by-step explanation:

:) hard to explain, and takes a LOT of typing I don't really wanna do

PLEASE MARK AS BRAINLIST

Answer:

1. 2x-20+2x-15=13

4x-35=13

4x=13+35

4x=48

x=12

2. x-4+9=2x-4

2x-x= -4+9+4

x=9

3. IJK=41+130=171

4. KJD=88-50=38

Answer:

79.50

Step-by-step explanation:

suma  130 mas 125.50 y el resultado de esta se los restas a el total.