Subtract 6(x^2-xy) from 3x(x-y)

Answer:$3.25

Step-by-step explanation: 0.5 is half of 1 full pound so you would divide $6.50 by 2 to get $3.25.

Answer:

3.25. I'm pretty sure you just divide.

Answer:

66

Step-by-step explanation:

Answer:

x + y

General Formulas and Concepts:

Pre-Algebra

Order of Operations: BPEMDAS

Algebra I

Step-by-step explanation:

Step 1: Define

x + (x - y) + y + (y - x)

Step 2: Simplify

Answer:

I was taught compound interest this way hopefully it helps.

100 + interest rate / 100 = multiplier

100 + 4.3 = 104.3. 104.3/100 = 1.043

Amount X multiplier to the power of time

82100 X 1.043^2 = 89312.4029

as it is a monetary unit round to 2dp

$89312.40

Answer:

18480 ft

Step-by-step explanation:

Note that 1 mile = 5280 feet. We can use this information to set up a unit converter:

\(3.5mi(\frac{5280ft}{1mi})\)

Miles cancels out on the bottom giving us...

\(3.5*5280ft=18480ft\)

4x +3y =5 -------> eq (1)

2x -5y =9 -------> eq(2)

eq(2) * -2 --------> -4x +10y =-18 ------->eq(3)

eq(1) + eq(3) -----> 13y =13 ----> y=1 <>

then When you substitute y=1 into any equation

x=7

The study used a sample of n = 15 participants is true

The given information indicates that the researcher has found a significant treatment effect based on their analysis.

The t(15) value specifies that a t-test was conducted with a sample size of 15 participants, resulting in 15 degrees of freedom.

The obtained t-value of -2.56 reflects both the magnitude and direction of the treatment effect.

To further interpret the significance of the treatment effect, the reported p-value of less than .05 is crucial.

This indicates that the probability of observing such a significant effect purely by chance is less than 5%.

In other words, the results suggest that the treatment's impact on the outcome being examined is statistically significant, providing evidence for a genuine relationship between the treatment and the observed effect.

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x=2/3

6(2/3) + 4 9/10 =4 + 4 9/10 = 8 9/10

Answer:

2x-1=y,2y+3=x

Step-by-step explanation:

no explanation

Answer:

Car A speed = 80 m/s

Car B speed = 60 m/s

Step-by-step explanation:

Let Speed of Car A be represented as x

Let Speed of Car B be represented as y

Let z represent the distance that Car A travels until it catches up to Car B

Since it takes 14 hours for Car B to cover the distance z,

Solving Equation 1 and Equation 2, we get:

Answer:

Car A speed = 80 km/h

Car B speed = 60 km/h

Step-by-step explanation:

The probability of being offered both jobs is 0.15, which is equal to the probability of job A multiplied by the probability of job B.

The probability of getting at least one of the jobs is the sum of the individual probabilities. In this case, the probability of getting at least one of the jobs is 0.40, which is equal to the sum of the individual probabilities of getting job A (0.25) and job B (0.20). This means that the probability of getting both jobs is equal to the probability of job A multiplied by the probability of job B, which is 0.25 x 0.20 = 0.15. This can be understood by considering the fact that the probability of getting both jobs is the same as the probability of getting job A and then getting job B, which is the product of the individual probabilities. Therefore, the probability of being offered both jobs is 0.15, which is rounded to two decimal places.

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Answer: Second Choice. √65

Step-by-step explanation:

Given information

a = 4

b = side (unknown)

c = 9

Given expression

b² = c² - a²

Substitute values into the expression

b² = (9)² - (4)²

SImplify by exponents

b² = 81 - 16

b² = 65

Square root both sides

√(b²) = √65

b = √65

Hope this helps!! :)

Please let me know if you have any questions

Answer:

√65

Step-by-step explanation:

    Since this is a right triangle, we can use Pythagorean Theorem to solve for the missing side.

Pythagorean Theorem: \(a^2+b^2=c^2\)

    In this instance, we are given a leg and the hypotenuse. Substitute the values into the theorem and solve for the missing side.

\(4^2+b^2=9^2\\\\16=b^2=81\\\\b^2=65\\\\b=\sqrt{65}\)

Therefore, the value for the missing side is √65.

The surface area of the sphere of radius of 7cm is 616 square centimeters.

We know that the surface area of a sphere of radius r is given by the formula:

S = 4*(22/7)*r²

Here we want to find the surface area of a sphere whose radius is r = 7 cm.

Replacing it in the formula above, we will get:

S = 4*(22/7)*7²

S = 4*22*7

S = 616

And the units are square centimeters, so the correct option is C.

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let large lawns = x and small lawns = y

x+y =120.....(1)

40x +20y = 2620 ........(2)

From equation 1 , y =120 -x

substituting for y in equation 2 yields

40x + 20(120-x) = 2620

40x +2400 - 20x = 2620

20x = 2620 -2400

20x =220

x =220/20

x =11 large lawns

so she mows 11 large lawns per week

from eqaution 1

11+y =120

y = 109 small lawns

ans she also mows 109 small lawns per week

ADG is an equilateral triangle, then, line AD is equivalent to line AG.

From the information given, we have to prove that;

AD=AG

It is important to note that the triangle ADG is an equilateral triangle.

The properties of an equilateral triangle are;

Since ADG is an equilateral triangle, then, line AD is equivalent to line AG

Thus, since ADG is an equilateral triangle, then, line AD is equivalent to line AG.

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Answer:

40

Step-by-step explanation:

It is given that the measure of interior angle of a polygon is 171∘ . So, the correct answer is “ 40 ”.

Yes, two samples can have the same range but different means. The range of a dataset is a measure of the spread or dispersion and is determined by the difference between the maximum and minimum values. The mean, on the other hand, represents the average value of the dataset.

To illustrate this concept, let's consider two different samples:

Sample 1: 1, 5, 6, 9, 10

Sample 2: 2, 4, 7, 8, 10

Both samples have a range of 9 (10 - 1).

However, the means of the samples are different. The mean of Sample 1 is

(1 + 5 + 6 + 9 + 10) / 5 = 6.2,

while the mean of Sample 2 is

(2 + 4 + 7 + 8 + 10) / 5 = 6.2.

Despite having the same range, the means differ between the two samples.

The range only considers the extreme values of the dataset, whereas the mean takes into account all values and provides an average measure. It is possible for the individual values within the samples to be distributed differently, resulting in different means, even if the range remains the same.

Therefore, the range and the mean are distinct measures that capture different aspects of the dataset. While it is possible for two samples to have the same range, they can still have different means based on the specific values and their distribution within each sample.

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Answer:

-20

Step-by-step explanation:

Answer:

x = 8

Step-by-step explanation:

6.5x + 1.4y = 59

If y = 5, then plug in 5 for y

6.5x + 1.4(5) = 59

Isolate variable (x)

6.5x + 7 = 59

6.5x = 59 - 7

6.5x = 52

x = 52 ÷ 6.5

x = 8

The correct equation that describes the relationship between a sine and cosine wave is given by the trigonometric identity:

\(\[\sin^2(x) + \cos^2(x) = 1\]\)

In mathematics, sine (sin) and cosine (cos) are trigonometric functions that represent the ratios between the sides of a right triangle.

The relationship between these two functions is described by the fundamental trigonometric identity, known as the Pythagorean identity. The Pythagorean identity states that the square of the sine of an angle plus the square of the cosine of the same angle is always equal to 1.

The equation \(\sin^2(x) + \cos^2(x) = 1\) demonstrates this relationship. It states that if you square the value of the sine of an angle and add it to the square of the cosine of the same angle, the result will always be equal to 1. This equation holds true for any angle.

This relationship is significant because it allows us to relate the values of sine and cosine waves. As a result, we can express one trigonometric function in terms of the other. For example, if we know the value of the sine of an angle, we can determine the value of the cosine using the Pythagorean identity, and vice versa.

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First, let's consider the equation Axb. This is a matrix equation, and it can be written in the form Ax = b, where x = [x1; x2] is a vector of unknowns. So we want to find conditions on b such that this equation has a solution.

We can compute the determinant of A to see if it is invertible. The determinant of A is (-1)(-6) - 2(3) = 0. Since the determinant is zero, the matrix is not invertible, and there exist vectors b for which the equation Ax=b does not have a solution. In fact, we can find such a vector b by setting b2 = 1 and solving the system of equations:

x1 + 2x2 = b1

3x1 - 6x2 = b2 = 1

Substituting b2 = 1 in the second equation gives us:

3x1 - 6x2 = 1

Solving for x1 and x2 gives us:

x1 = (1 + 2x2)/3

x2 = x2

So the solution is x = [(1+2x2)/3; x2]. But this solution is valid only if x1 and x2 satisfy both equations. Substituting this solution into the first equation gives:

-[(1+2x2)/3] + 2x2 = b1

Simplifying, we get:

-1/3 + 4x2/3 = b1

So the equation Ax=b does not have a solution if b1 is not equal to -1/3 plus a multiple of 4/3.

Now let's consider the equation Ax=b. We can use row reduction to determine if the system has a solution for all choices of b. We start by writing the augmented matrix [A|b]:

[ -1 2 | b1 ]

[ 3 -6 | b2 ]

We perform row operations to bring the matrix to row echelon form:

[ -1 2 | b1 ]

[ 0 -4 | b2+3b1 ]

Now we see that the matrix has a pivot position in every row, so the system has a unique solution for every choice of b.

To find a vector x such that Ax=b is the identity vector, we can set b to be the vector [1;0]. Then we solve the system:

x1 + 2x2 = 1

3x1 - 6x2 = 0

We can solve this system by row reduction:

[ -1 2 | 1 ]

[ 3 -6 | 0 ]

Adding 3 times the first row to the second row gives:

[ -1 2 | 1 ]

[ 0 0 | 3 ]

So the system has no solution, which means that there is no vector x such that Ax=[1;0]. Therefore, the set of all b for which Ax=b has a solution is the empty set.

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The pοpulatiοn οf Alaska increased by 3.30% frοm 2010 tο 2018.

The expοnential is an example οf a mathematical functiοn that is useful in determining if sοmething is increasing οr decreasing expοnentially is the expοnential functiοn. As implied by its name, an expοnential functiοn uses expοnents. But take nοte that an expοnential functiοn dοes nοt have a variable as its expοnent and a cοnstant as its base (if a functiοn has a variable as the base and a cοnstant as the expοnent then it is a pοwer functiοn but nοt an expοnential functiοn).

Tο calculate the percent increase in pοpulatiοn fοr each state frοm 2010 tο 2018, we can use the fοllοwing fοrmula:

Percent increase = ((Final value - Initial value) / Initial value) × 100%

Percent increase = ((4,887,871 - 4,785,448) / 4,785,448) × 100% = 2.15%

Therefοre, the pοpulatiοn οf Alabama increased by 2.15% frοm 2010 tο 2018.

Fοr Alaska:

Initial value (2010 pοpulatiοn) = 713,906

Final value (2018 pοpulatiοn) = 737,438

Percent increase = ((737,438 - 713,906) / 713,906) × 100% = 3.30%

Therefοre, the pοpulatiοn οf Alaska increased by 3.30% frοm 2010 tο 2018.

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If a and b are matrix functions such that the matrices a(0) and b(0) are the same, then a and b are the same matrix function is "false" statement.

A matrix function can be defined in a variety of ways (or matrix-valued function). One manner is in which the function takes the shape of a matrix, rather than numbers, the matrix contains functions. A(t), for example, is a 2 x 2 matrix function.

Some key features regarding the matrix function are-

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The complete question is-

If a and b are matrix functions such that the matrices a(0) and b(0) are the same, then a and b are the same matrix function. (True/False)

Answer:

11/2is the answer hope it helps

Answer:

x(1) = -1

Step-by-step explanation:

Given the equation for acceleration of the object as;

a(t)=2(1-3t)

a(t) = 2-6t

Integrate to get the velocity

v(t) = 2t-6t²/2 + C

v(t) = 2t-3t²+C

If v(0) = -5

when t = 0 v = -5

-5 = 2(0)-3(0)²+C

-5 = C

C = -5

v(t) = 2t-3t²-5

To get the displacement x(t), we will integrate the velocity function

x(t) = 2t²/2-3t³/3-5t+C

x(t) = t²-t³-5t+C

If x(0) = 4

At t = 0, x(t) = 4

4 = 0²-0³-5(0)+C

4 = C

C = 4

x(t) = t²-t³-5t+4

Get x(1)

x(1) = 1²-1³-5(1)+4

x(1) = 1-1-5+4

x(1) = -5+4

x(1) = -1

Hence x(1) = -1

Answer:

f(x) = 6x + 30;30≤ y ≤ 66

Step-by-step explanation:

Answer:

54 clients after 4 weeks

y=6x+30

Step-by-step explanation:

so when it first started it had 30 clients

we can take the total number of clients in the end(when the business is closed) as "y" and the number of weeks as "x"

so

since 6 new customers come per week we can take it as 6x

since it started with 30 clients we can write the equation as

y(total amount of customers)=6x+30

so

y=6x+30

for first four weeks:

y=6(4)+30

y=24+30

y=54

54 clients total after 4 weeks

hope this helps

Answer:

12 minutes

Step-by-step explanation:

30 / 2.5 = 12, therefore it takes 12 minutes to fill a 30-gallon bathtub using this shower head.

Answer:

X = -1/2 or 1/2

Step-by-step explanation:

When the square root of  a number is found, this usually results in 2 solutions which may be equal in size but opposite in signs.

As such,

X^2=1 to find x find the root of both sides

X = √1

X = -1 or 1

Going by this

4x^2=1

Divide both sides by 4

X^2=1 /4

taking the square root of both sides

X = √1/4

The root of 1 is -1 or 1 while that of 4 is -2 or 2 hence,

X = -1/2 or 1/2

A decision maker has to consider several factors when selecting a course of action. The options from which a decision maker chooses a course of action are generally influenced by several factors.

A decision maker has to consider several factors when selecting a course of action. The options from which a decision maker chooses a course of action are generally influenced by several factors. These factors may include the organization's objectives, resources available, legal and regulatory requirements, social and cultural norms, and other considerations. When making a decision, the decision maker has to weigh the pros and cons of each option and select the one that will best achieve the desired outcome.
In addition to the factors mentioned above, a decision maker may also need to consider the potential risks and benefits of each option. They may also need to consult with others who have expertise in the area, seek input from stakeholders, or conduct research to gather additional information. Once the decision maker has carefully considered all of these factors, they can then choose the course of action that best meets the needs of the organization.
The decision-making process can be a complex and challenging task. It requires careful thought, analysis, and evaluation of options to select the best course of action. A decision maker should also be aware of the potential consequences of their decision and take steps to minimize any negative impacts. Ultimately, the goal of the decision-making process is to make an informed choice that will lead to positive outcomes for the organization and its stakeholders.

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