The dollar value v (t) of a certain car model that is / years old is given by the following function.
v (t) = 27,500 (0.95t)
Find the value of the car after 4 years and after 11 years.
Round your answers to the nearest dollar as necessary.
Value after 4 years:
Value after 11 years:

Answer:

y = (-5/7)x - 16

Step-by-step explanation:

(y - 4)= -5/7(x + 28)

y - 4= -5/7x - 20

   +4             +4

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

y = (-5/7)x - 16

I hope this helps!

Answer:  \(y =-\frac{5}{7}x -16\)

Step-by-step explanation:

The slope-intercept form is y = mx + b, where m is the slope, and b is the y-intercept.

\((y-4)= -\frac{5}{7} (x+28)\)

\(y -4=(-\frac{5}{7})(x) + (-\frac{5}{7})(28)\)

\(y -4=-\frac{5}{7}x + (-20)\)

\(y -4=-\frac{5}{7}x -20\)      Add 4 on both sides.

\(y =-\frac{5}{7}x -16\)

Answer:

hi , this is piege

Step-by-step explanation:

soory i don t understand pls i want you be  comprender

Answer:

im not sure but next time try copying and pasting into brainly :)

Step-by-step explanation:

Answer:

the answer is y=32x+198

Step-by-step explanation:

y-y=m(x-x1)

y-6=32(x-(-6))

y-6=32x+192

+6 +6

y=32x+198

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

1

Step-by-step explanation:

Cosine is a trigonometric function that is represented by adjacent divided by the hypotenuse. The side adjacent to angle A is AC and the hypotenuse is AB, so we can say cos(A) = \(\frac{AC}{AB}\). We can do the same for angle B. The side adjacent to it is BC, and the hypotenuse is again AB. So, we can say

cos(B) = \(\frac{BC}{AB}\). We are solving for \(\frac{cosA}{cosB}\), so we can substitute the value of those two and solve:

\(\frac{\frac{AC}{AB}}{\frac{BC}{AB} }\)

\(\frac{AC}{AB} * \frac{AB}{BC} = \frac{AC}{BC}\)

AC is given to be 3 and BC is also 3, so \(\frac{AC}{BC}\) is \(\frac{3}{3}\) which is just 1.

the sum of the internal angles of the 4-sided polygon is 360, therefore

then

answer: a. y = 116° and z = 61°

The total path length covered in 5 second will be 69.45 meter.

Equation modelling is the process of writing a mathematical verbal expression in the form of a mathematical expression for correct analysis, observations and results of the given problem.

Given is a train going at 70 km/h must reduce its speed to 30 km/h when passing over a bridge. It performs the operation in five seconds.

Using the first equation of motion -

v = u + at

(30 x 5/18) = (70 x 5/18) + 5a

(30 x 5/18) - (70 x 5/18)  = 5a

- (5/18) x 40 = 5a

- (200/18) = 5a

a = - (40/18)

a = - 2.22 m/s²

S = 19.44 x 5 + 0.5 x (- 2.22) x 25

S = 97.2 - 27.75

S = 69.45 meter

Therefore, the total path length covered in 5 second will be 69.45 meter.

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[Question translation in english -

A train going at 70 km/h must reduce its speed to 30 km/h when passing over a bridge if it performs the operation in five seconds what total path has been traveled in that time.]

Below are some general reasons why a questionnaire might not be suitable:

Poorly constructed questions: If the questions in the questionnaire are not clear, ambiguous, leading, or biased, then the responses obtained may not be accurate or reliable. Poorly constructed questions may also lead to confusion, misunderstandings, and errors.

Lastly Inadequate sampling: If the sampling technique used to select respondents is not representative of the target population, then the results obtained may not be generalizable or applicable to the larger population. The sample size and composition may also affect the validity and reliability of the results.

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The equation of a line that passes through points (2,5) and (4,3) is

y = -x+7.

Finding the equation of a line:

First, we need to find out the slope for the given points.

(X1,Y1) = (2,5)

(X2,Y2) = (4,3)

formula for slope(m) = \(\frac{Y2 - Y1}{X2 - X1}\)

substitute the points in the above formula

\(\frac{3 - 5}{4 - 2}\) = \(\frac{-2}{2}\)

\(\frac{-2}{2}\) = -1

slope for the given points(m) = -1.

m = -1

The equation of a line is y-y1 = m(x-x1), where x and y are variables.

substituting the values in the above equation then :

y-5 = -1(x-2)

y-5 = -x+2

y+x = 2+5

x+y = 7

y = -x+7

Therefore, the equation of the line passing through the points (2,5) and (4,3) is y = -x+7

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Based on these considerations, it is necessary to assess the specific layout plan and the surrounding environment to determine whether the copier is suitably placed in room (3) at Hills Secondary.

To determine whether the copier is suitably placed in room (3) at Hills Secondary, we need to consider factors such as accessibility, noise, and convenience.

Firstly, we need to evaluate the accessibility of the copier in room (3). Is it easily accessible for all students and staff who need to use it? If the copier is located in a central position within the school or close to high-traffic areas, it would be considered suitable.

However, if it is tucked away in a corner or not easily visible, it may cause inconvenience and hinder access for users.

Secondly, we should consider noise levels. Copiers can be noisy machines, and if room (3) is located near classrooms or areas where students require a quiet environment, it may not be an ideal placement. Noise disturbances could disrupt learning activities and cause distractions.

Lastly, convenience plays an important role. Room (3) should be spacious enough to accommodate the copier and allow users to operate it comfortably. If the room is cramped or lacks proper ventilation, it may cause inconvenience for users and impact the overall workflow.

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The quotient of a number x and two tenths is 5x

Quotient is defined as the quantity derived from the division of two numbers.

From the information given, we are to find the the quotient of;

The quotient is written thus;

= x/ 2/ 10

Take the inverse of the denominator and multiply

= x × 10/ 2

= 10x/ 2

find common divisor

= 5x

Thus, the quotient of a number x and two tenths is 5x

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Answer:

a) yes

The point ( 1,-3) lie on the given line y = 5x-8

b) No

 The point ( -2,-7) does not lie on the given line y = -3 x +1        

Step-by-step explanation:

Step(i):-

a)   Given line  y = 5 x - 8 ...(i)

   Point ( 1, -3 )

 substitute  ( 1,-3 ) in equation (i)

           -3 = 5(1) - 8

         -3 = 5 -8

         -3 = -3

∴ The point ( 1,-3) lie on the given line y = 5x-8

b)

Given line  y = -3 x +1 ...(i)

   Point ( -2, -7 )

 substitute  (-2, -7 ) in equation (i)

           -7 = -3(-2) +1

         -7 ≠ 7

 The point ( -2,-7) does not lie on the given line y = -3 x +1        

The class of the equation and the cross section equation are;

The equation is a hyperboloid of two sheets

The cross sections are;

Equation at z = 0 is; y²/8 - x²/8 = 1

Equation at y = -4 is; x²/8 + z² = 1

Equation at y = 0 is; x²/8 + z² = -1

Equation at y = 4 is; x²/8 + z² = 1

Equation at x = 0 is; y²/8 - z² = 1

An equation is a mathematical statement which indicates the equivalence two expressions by joining them with the '=' sign.

The equation can be presented as follows;

y² = x² + 8·z² + 8

y² - x² - 8·z² = 8

y²/8 - x²/8 - z² = 1

The above equation is the equation of an hyperboloid of two sheets, where;

a² = 8, b² = 1, and c² = 8

Please find attached the diagram of the surface, created with an online 3D graphing tool.

The equation for the cross section at z = 0, can be obtained by plugging in z = 0, into the equation as follows;

y²/8 - x²/8 - 0 = 1

y²/8 - x²/8 = 1

The above equation is the equation of an hyperbola in the xy plane

The equation for the cross section at y = -4, can be obtained by plugging in y = -4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 4²/8 = -1

- x²/8 - z² = -1

x²/8 + z² = 1

The above is an equation of an ellipse in the xz plane

The equation for the cross section at y = 0, can be obtained by plugging in y = 0, into the equation as follows;

0²/8 - x²/8 - z² = 1

- x²/8 - z² = 1

Therefore; x²/8 + z² = -1

The equation for the cross section at y = 4, can be obtained by plugging in y = 4, into the equation as follows;

4²/8 - x²/8 - z² = 1

- x²/8 - z² = 1 - 2 = -1

x²/8 + z² = 1

The above equation is the equation of an ellipse in the xz plane

The equation for the cross section at x = 0, can be obtained by plugging in x = 0, into the equation as follows;

y²/8 - 0²/8 - z² = 1

y²/8 - z² = 1

The equation is the equation of an hyperbola in the yz plane

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Ravi has $445, this is less than his goal, then he needs to add an unknown amount of dollars, d, to the $445 in order to reach his goal. We can represent this by: 445 + d

At least $795, means 795 dollars or more.

Combining this information, we get the next inequality:

445 + d ≥ 795

Subtracting 445 to each side of the inequality, we get:

445 + d - 445 ≥ 795 - 445

d ≥ 350

The values that make the inequality "b/2 ≥ -2" True are {-2,-4,-1,-3,0}, and the equivalent inequality in terms of "b" is b ≥ -4.

In order to make the inequality b/2 ≥ -2 true, we need to find the values of "b" that satisfy the inequality.

We multiply both sides of the inequality by 2 to eliminate the fraction:

b/2 ≥ -2

2 × (b/2) ≥ 2 × (-2)

b ≥ -4

So, any value of "b" that is greater than or equal to -4 will make the inequality b/2 ≥ -2 true.

From the given numbers, the numbers which are greater than or equal to -4 are {-2,-4,-1,-3,0}

Also, the inequality in term of b is b ≥ -4.

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The statements that are correct about the triangles XYZ and PQR include the following;

PR is the hypotenuse of the right triangle PQR and

QR = c² - a². That is option A and B respectively.

A right angle triangle is defined as the type of triangle that has one of it's angles equal to 90° and the remaining two less than 90°.

According to the Pythagorean theorem which states that the sum of the areas of the two squares on the legs (a and b) equals the area of the square on the hypotenuse (c).

That is, c² = a² + b².

The hypotenuse is the longer side of a right angle triangle, therefore, PR is the hypotenuse of the right triangle PQR.

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Answer:

10m×1.5m=15m squared total area of the wall

15×100=1500

1500÷200=7.5 bricks would be needed for that wall.

The equilibrium quantity and the equilibrium price for the calculators are 1922 units and $78 respectively.

Demand:

x + 7p - 1376 = 0

x = - 7p + 1376

Supply:

x - 25p + 1120 = 0

x = 25p - 1120

Where,

equate the quantity demanded and supplied

- 7p + 1376 = 25p - 1120

-7p - 25p = -1120 - 1376

- 32p = -2,496

p = -2,496 / - 32

p = $78

x = - 7p + 1376

= -7(78) + 1376

= 546 + 1376

= 1922 units

So therefore, the equilibrium quantity and the equilibrium price for the calculators are 1922 units and $78 respectively.

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Answer:

3

Step-by-step explanation:

Who cares? just copy down the answer.

Answer: Annabelle is 14, Laurie is 20

Step-by-step explanation:

First (34-8-8=

Now we have the equation (x+2x=18)

Simplify (3x=18)

Solve (x=6)

Now again (6+8)  ,  (((2)6+8)

Annabelle is 14

Laurie is 20

Answer:

you answer would be A,B,D there all the answer u cant just have one also I  just took the test im from k12

Answer:

Step-by-step explanation: 6(1 - cos²0) - 5/3.3cos0

= 6 - 2.3cos²0 - 5/3.3cos0 =  6 - 2.4 - 10/3 = -16/3

Answer: 1 6/9, or 1 2/3

Step-by-step explanation:

Regroup the 5 and 1/9 to get 4 10/9. Subtract the 3 4/9 from the 4 10/9, getting 1 6/9. Simplified, this is 1 2/3. Hope this helps!

Answer: There are 3 tens in 3.4 and 4 ones in 3.4. There is one base ten block in 1.2 and 2 ones in 1.2

Step-by-step explanation:

The profit made in week 1 is 0.69 and week 2 is 0.71.

In general, the term "proportion" refers to a part, share, or amount that is compared to a total.

According to the concept of proportion, two ratios are in proportion when they are equal.

A mathematical comparison of two numbers is called a proportion. According to proportion, two sets of provided numbers are said to be directly proportional to one another if they increase or decrease in the same ratio. "::" or "=" are symbols used to indicate proportions.

Given:

A takeaway sells 10-inch pizzas and 12-inch pizzas.

From the table

For week 1:

Proportion= 509/ 736 = 0.69

and, week 2:

Proportion= 765/ 1076 = 0.71

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The (A ∪ B) ∩ (A ∪ C) ∩ (B ∪ C) ∩ (B ∩ C) ∩ C is an empty set {}.To find the sets A ∪ B, A ∩ B, A ∪ C, A ∩ C, B ∪ C, and B ∩ C, we can perform the following operations:

A ∪ B: The union of sets A and B includes all unique elements from both sets, resulting in {10, 11, 12, 13, 14, 16}.

A ∩ B: The intersection of sets A and B includes only the common elements between the two sets, which are {10, 12}.

A ∪ C: The union of sets A and C combines all unique elements, resulting in {7, 8, 9, 10, 11, 12, 13}.

A ∩ C: The intersection of sets A and C includes only the common elements, which is {10, 11}.

B ∪ C: The union of sets B and C combines all unique elements, resulting in {7, 8, 9, 10, 11, 12, 14, 16}.

B ∩ C: The intersection of sets B and C includes only the common elements, which is an empty set {} since there are no common elements.

Finally, performing the remaining operations:

(A ∪ B) ∩ (A ∪ C): This is the intersection of the union of sets A and B with the union of sets A and C. The result is {10, 11, 12, 13} since these elements are common to both unions.

(B ∪ C) ∩ (B ∩ C): This is the intersection of the union of sets B and C with the intersection of sets B and C. Since the intersection of B and C is an empty set {}, the result is also an empty set {}.

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Answer:

C

Step-by-step explanation:

This is because C is the only answer that equals 2 2/3

Option C (2 2/3 = 1 + 1 +1/3 + 1/3) is the correct equation.

A) 2 + 2 + 3 = 7

B) 1 + 1 + 2 + 3 = 7

C) 1 + 1 + 1/3 + 1/3 = 2 2/3

D) 1 + 1 + 1/3 = 2 1/3

I attached a picture to make it simpler!

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Please remember to revise this and make it in your own words if you want! I hope this helps you. -Doodle

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