What is the distance between
-24 and 9
on a number line?

Answer:

1. 2.3 x 108

2. 22

3. 70

4. - 84

5. 13

6. 6 3 − 1 7 + 1 0

7. 3x

8. 3x^2y - 2/ xy^3

9. 0

10. mn - 9

11.

Answer:

do you want me to look it up for you?

( x, y ) = ( 4, 1 )

hope it helps!

Answer:

x= 4

y= 1

Step-by-step explanation:

by adding 2 equations

2x = 8

x= 4

by sub. in Equation 1

4+y=5

y = 5-4

y= 1

Answer: 40%

Step-by-step explanation: 20 hours jogging/ 50 total hours gives you .4 which is 40%

Answer:

gn

Step-by-step explanation:

Answer:

Good Night! :)

Answer:

There are 155 ways in which these elements casn occur.

Step-by-step explanation:

We want 3 element subsets whose sum are multiples of 3

1+2+3= 6

1+2+6= 9

1+2+9= 12

1+9+11=21

1+3+5=9

1+4+8=12

1+5+6=12

1+6+8=15

1+7+10=18

1+8+9=18

1+9+11=21

2+3+7=12

2+4+6=12

2+4+9=15

2+5+11=18

2+6+7=15

2+7+9=18

2+8+5=15

2+8+11=21

2+9+10=21

3+6+9= 18

3+9+11=21

3+10+11=24

6+9+10=27

6+8+11=27

6+7+11=24

7+8+9= 24

8+9+10=27

7+9+11=27 .........

We have 11 elements

We need a combination of 3

The combinations can be in the form

even+ even+ odd

odd+odd+odd

even + odd+odd

So there are 3 ways in which these elements can occur

Total number of combinations with  3 elements =11C3= 165

There are 6 odd numbers and 5 even numbers.

Number of subsets with 3 odd numbers = 6C3= 20

Number of two even numbers and 1 odd number = 5C2*6C1=10*6= 60

Number of 2 odd and 1 even number = 6C2* 5C1= 5*15= 75

So 20+60+75=155

There are 155 ways in which this combination can occur

Answer:

[tex]y = \frac{5000r}{3} -50[/tex]

Step-by-step explanation:

Represent the SAT score with y and the rate with r.

So, we have:

[tex](r_1,y_1) = (90\%,1450)[/tex]

[tex](r_2,y_2) = (69.6\%,1110)[/tex]

Required

Determine the equation in slope intercept form

First, we calculate the slope

[tex]m =\frac{y_2 - y_1}{r_2 - r_1}[/tex]

This gives:

[tex]m =\frac{1110 - 1450}{69.6\% - 90\%}[/tex]

[tex]m =\frac{-340}{-20.4\%}[/tex]

Convert percentage to decimal

[tex]m =\frac{-340}{-0.204}[/tex]

[tex]m =\frac{340}{0.204}[/tex]

Multiply by 1000/1000

[tex]m =\frac{340*1000}{0.204*1000}[/tex]

[tex]m =\frac{340000}{204}[/tex]

[tex]m = \frac{5000}{3}[/tex]

The equation is then calculated as:

[tex]y - y_1 = m(r - r_1)[/tex]

This gives:

[tex]y - 1450 = \frac{5000}{3}(r - 90\%)[/tex]

Open Bracket

[tex]y - 1450 = \frac{5000r}{3} - \frac{5000}{3}*90\%[/tex]

Convert percentage to decimal

[tex]y - 1450 = \frac{5000r}{3} - \frac{5000}{3}*0.90[/tex]

[tex]y - 1450 = \frac{5000r}{3} - 5000*0.30[/tex]

[tex]y - 1450 = \frac{5000r}{3} - 1500[/tex]

Make y the subject

[tex]y = \frac{5000r}{3} - 1500+1450[/tex]

[tex]y = \frac{5000r}{3} -50[/tex]

Answer:

8.4

Step-by-step explanation:

How many times 20 goes into 168 = 168/20

                                                         = 8.4

Pls mark as brainliest <3

Answer:

b

Step-by-step explanation:

Answer:

Step-by-step explanation:

2004 - 1995 = 9 years

793 - 54 = 739 new sites

739 / 9 = 82.1111111111

approx  82 websites per year change..  ( delta is change )

im gonna assume that ur just simplifying this equation so here it is

y-3x

hope this helped!!

9514 1404 393

Answer:

  what = 100n/m

Step-by-step explanation:

You are given ...

  n = m% × what

You know that % is fully equivalent to /100, so this can be written as ...

  n = (m/100) × what

If we want to find "what", we can multiply by the reciprocal of its coefficient. That is, multiplying by 100/m gives ...

  (100/m)n = (100/m)(m/100)×what

  what = 100n/m

_____

Example

13 = 20% of what . . . . . n = 13, m = 20

what = 100(13)/20 = 65

so, 13 = 20% of 65.

Answer:

y = 5x + 26

Step-by-step explanation:

The equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

y = - [tex]\frac{1}{5}[/tex] x + 1 ← is in slope- intercept form

with slope m = - [tex]\frac{1}{5}[/tex]

Given a line with slope m then the slope of a line perpendicular to it is

[tex]m_{perpendicular}[/tex] = - [tex]\frac{1}{m}[/tex] = - [tex]\frac{1}{-\frac{1}{5} }[/tex] = 5 , thus

y = 5x + c ← is the partial equation

To find c substitute (- 5, 1) into the partial equation

1 = - 25 + c ⇒ c = 1 + 25 = 26

y = 5x + 26 ← equation of perpendicular line

Answer:

108.5

Step-by-step explanation:

(139 + 78)/2 = 217/2 = 108.5

Answer:

108.5

Step-by-step explanation:

add 139 and 78 then divide by 2

Step-by-step explanation:

(59,76) , (65,100)

independent variable 76times per minute and 100 per minute dependent variable 65°F and 59°F

[tex] m = \frac{y2 - y1}{x2 - x1} = \frac{100 - 76}{65 - 59} = 4[/tex]

y = mx + b

76 = 4(59)+b

b = -160

y= 4x -160

Answer:

Step-by-step explanation:

I added 3 images labelled Synthetic division 1 , 2 , 3 . I hope you understand this. It's really hard to type the method in the format so I used an online calculator symbolab.

Answer:

The quotient is: [tex]x^3+x^2-7x+4[/tex]

The remainder is: 2

Step-by-step explanation:

We need to solve the polynomials [tex](x^4 + 8x^3 - 45x + 30) \div (x + 7)[/tex]

by using long division.

The long division is done in figure attached.

The quotient is: [tex]x^3+x^2-7x+4[/tex]

The remainder is: 2

Answer:

AB ≈ 3.14 ft

Step-by-step explanation:

The arc AB is calculated as

AB = circumference of circle × fraction of circle

    = πd × [tex]\frac{45}{360}[/tex] ( where d is the diameter )

    = 8π × [tex]\frac{1}{8}[/tex]

   = π

   ≈ 3.14 ft ( to 2 dec. places )

Answer:

K = -7

Step-by-step explanation:

If A=[1 0 -1 7] find K such that A^2-8A-ki-KI=0

Given the 2×2 matrices

A = [tex]\left[\begin{array}{ccc}1&0\\-1&7\\\end{array}\right][/tex]

We are to find K if  =0

A² =  [tex]\left[\begin{array}{ccc}1&0\\-1&7\\\end{array}\right][/tex][tex]\left[\begin{array}{ccc}1&0\\-1&7\\\end{array}\right][/tex]

A² = [tex]\left[\begin{array}{ccc}1&0\\-8&49\\\end{array}\right][/tex]

8A = 8[tex]\left[\begin{array}{ccc}1&0\\-1&7\\\end{array}\right][/tex]

8A = [tex]\left[\begin{array}{ccc}8&0\\-8&56\\\end{array}\right][/tex]

Since [tex]I = \left[\begin{array}{ccc}1&0\\0&1\\\end{array}\right] \\[/tex]

[tex]KI = \left[\begin{array}{ccc}K&0\\0&K\\\end{array}\right][/tex]

Substitute the resulting matrices into the expression above:

A^2-8A-KI =  [tex]\left[\begin{array}{ccc}1&0\\-8&49\\\end{array}\right][/tex] - [tex]\left[\begin{array}{ccc}8&0\\-8&56\\\end{array}\right][/tex] - [tex]\left[\begin{array}{ccc}K&0\\0&K\\\end{array}\right][/tex] =[tex]\left[\begin{array}{ccc}0&0\\0&0\\\end{array}\right][/tex]

From the expression, we have the equations;

1 - 8 - k = 0

-7 - k = 0

-7 = k

k = -7

Hence the value of K is -7

Answer:

1. angle AXB

2. 52

Step-by-step explanation:

1.supplementary is 180⁰

2.90-38=52

Answer:

[tex]x=\dfrac{4}{5}[/tex]

Step-by-step explanation:

The given equation is :

[tex]x^2=\dfrac{16}{25}[/tex]

We need to find the value of x.

When the exponent 2 removes from LHS, it will shift to RHS as square root as follows :

[tex]x=\sqrt{\dfrac{16}{25}}[/tex]

We know that, 4×4= 16 and 5×5 = 25

So,

[tex]x=\sqrt{\dfrac{4\times 4}{5\times 5}}\\\\x=\dfrac{4}{5}[/tex]

So, the solution of the given equation is 4/5.

Answer: B. positive 6

Step-by-step explanation: Addomg the positive number to a negative number would turn it to a positive eventually. So u covert your factions to decimals to better see the resemblance. And 1 1/2 is the same as 1.5, and 2 1/10 is the same as 2.1 but it’s easier to deal with decimals. So then just add the positive to the negative sense 1 1/2 is closer to zero. I hope this helps I’m not the best at explaining things

Answer:

41/3 - 14 - Square root of 200

Step-by-step explanation:

41/3 is between 13 and 14

14 is 14

Square root of 200 is between 14 and 15

Answer:

5x +11

Step-by-step explanation:

Answer:

5x+11

Step-by-step explanation:

Please give brainliest

Answer:

I want to say it is A

Step-by-step explanation:

I am not sure though and I am very sorry if you get it wrong

the answer is “s = 10w + 35” since he already has 35 but needs to find out how many weeks he washed the dishes :))

Answer:

Whole numbers cannot include negative numbers. Integers are whole number and they can have negative whole numbers.

Step-by-step explanation: