1. In the formula V = lwh, the variable h needs
to be isolated. The operation
Is used in the formula. The inverse operation,
_, should be used to
isolate

Answer:

should be x = +2√6

Step-by-step explanation:

did test!

Solution:

Let "h" be the number of home games

Let "a" be the number of away games

The total number of games is 49

Therefore,

h + a = 49 ---------- eqn 1

They won 2/3 of the home games and 2/5 of the away games

There were 26 games won

Thus we get,

[tex]\frac{2}{3}h + \frac{2}{5}a = 26\\\\10h + 6a = 26 \times 15\\\\10h + 6a = 390\\\\[/tex]

10h + 6a = 390 --------- eqn 2

Multiply eqn 1 by 6

6h + 6a = 294 ----------- eqn 3

Subtract eqn 3 from eqn 2

10h + 6a = 390

6h + 6a = 294

( - ) ------------------

4h = 96

h = 24

Thus 24 home games were played

Answer: In 5 years time the population will reach to 56,000.

Step-by-step explanation:

This can be calculated using yearly compound interest formula

Formula for yearly compound interest

CI = P(1+R/100)ⁿ

CI = 56,000

P = 28,000

R = 15%

n= number of years

Now,

56,000 = 28,000 (1+15/100)ⁿ

56,000 = 28,000 (1+.15)ⁿ = 28,000 (1.15)ⁿ

log (56,000/28,000) = n log(1.15)

log 2 = n log (1.15)

n = log 2/log 1.15

n≅ 5

Answer:

k - 9 = 3

And k = 12

Answer: A

Step-by-step explanation: that’s the answer

Answer:

A

Step-by-step explanation:

Answer:

y = 3/2 x + 3

Step-by-step explanation:

-9x + 6y = 18 is in standard form (ax + by = c).

Slope-intercept form isolates the "y" variable. It looks like this:

y = mx + b

Move anything that's not "y" to the right side. Move things in reverse BEDMAS order, using reverse operations of what you want to move.

[tex]-9x + 6y = 18[/tex]                   Move -9x by doing +9x to both sides

[tex]-9x + 9x + 6y = 18 + 9x[/tex]             Simplify. -9x + 9x will cancel out.

[tex]6y = 18 + 9x[/tex]                     Move the "6" that multiplies with "y".

[tex]\frac{6y}{6} = \frac{18}{6} + \frac{9x}{6}[/tex]                     Divide each term by 6.

[tex]y = 3 + \frac{3x}{2}[/tex]                        "y" is isolated. Simplify the rest.

[tex]y = \frac{3}{2}x + 3[/tex]                        Rearrange to match slope-intercept form.

Answer:

1) 200

2) 10100

3) less than

explanation:

just did it :))

The sum of the first 100 even natural numbers will be 10,100.

Let a₁ be the first term, L be the last term, n be the number of terms, and d be a common difference.

Then the sum of the arithmetic sequence will be

S = (n / 2)[a₁ + L]

S = (n/2) [2a + (n − 1) d]

The arithmetic sequence is given below.

2, 4, 6, 8, 10, .....

The first term is 2 and the common difference is 2. Then the sum of the first 100 even natural numbers will be

S = (100/2) [2 x 2 + (100 − 1) x 2]

S = 50 [4 + 99 x 2]

S = 50 [4 + 198]

S = 50 [202]

S = 10,100

The sum of the first 100 even natural numbers will be 10,100.

More about the sum of arithmetic sequence link is given below.

https://brainly.com/question/25749583

#SPJ2

Check the picture below.

[tex]\bf \textit{area of a trapezoid}\\\\ A=\cfrac{h(a+b)}{2}~~ \begin{cases} a,b=\stackrel{parallel~sides}{bases}\\ h=height\\[-0.5em] \hrulefill\\ a=12\\ b=15\\ h=16 \end{cases}\implies A=\cfrac{16(12+15)}{2}\implies A=216[/tex]

Answer:

The coordinates of the mid-point of JL are (-5 , 2)

Step-by-step explanation:

If point (x , y) is the mid-point of a segment whose end-points are [tex](x_{1},y_{1})[/tex] and [tex](x_{2},y_{2})[/tex], then [tex]x=\frac{x_{1}+x_{2}}{2}[/tex] and  [tex]y=\frac{y_{1}+y_{2}}{2}[/tex]

∵ JL is a segment

∵ The coordinates of J are (-6 , 1)

∴  [tex]x_{1}[/tex] = -6 and  [tex]y_{1}[/tex] = 1

∵ The coordinates of L are (-4 , 3)

∴  [tex]x_{2}[/tex] = -4 and  [tex]y_{2}[/tex] = 3

Lets use the rule above to find the mid-point of JL

∵ [tex]x=\frac{-6+-4}{2}=\frac{-10}{2}[/tex]

∴ x = -5

∴ The x-coordinate of the mid-point is -5

∵ [tex]y=\frac{1+3}{2}=\frac{4}{2}[/tex]

∴ y = 2

∴ The y-coordinate of the mid-point is 2

∴ The coordinates of the mid-point of JL are (-5 , 2)

Final answer:

The coordinates of the midpoint of the segment with endpoints J(-6, 1) and L(-4,3) are obtained by averaging the x and y coordinates of the endpoints, resulting in (-5, 2).

Explanation:

To find the coordinates of the midpoint of a segment with endpoints J(-6, 1) and L(-4,3), you use the midpoint formula which is ((x1 + x2)/2, (y1 + y2)/2). In this case, x1 is -6, x2 is -4, y1 is 1, and y2 is 3. Plugging these into the formula, we get the midpoint coordinates ((-6 - 4)/2, (1 + 3)/2) which simplifies to (-5, 2). Therefore, the midpoint of JL is at the coordinates (-5, 2).

Answer:

3/14

Step-by-step explanation:

hope this helps

Answer:

1. Solution

-3w-w=3+4

-4w=7

Therefore,w= -7/4

Step-by-step explanation:

2. Solution

3(3-3x)=2(x+3)-30

9-9x=2x+6-30

9+40-6=2x+9x

43=11x

Therefore, x=43/11

#Hope it helps u

Answer:

B. (5,2)

Step-by-step explanation:

Answer: b. 5, 2

Step-by-step explanation: got it right :p

Answer:

M = 70

Step-by-step explanation:

Supplementary Angles = 180

180 - 110 = 70

Also linear pairs = 180.

m=70 degrees

I hope that helps you :)

To find the number of adults and children admitted to the movie theater, we set up two equations based on the admission costs and total number of attendees. Solving these equations revealed that there were 450 adults and 225 children.

The question involves a system of equations where we are required to determine the number of adults and children who were admitted to the movie theater given the total revenue and total number of attendees.

Let's denote the number of adults by A and the number of children by C. Given the price of admission is $7 for an adult and $5 for a child, we can represent the total revenue with the equation:

7A + 5C = 4275
Also, considering the total number of people is 675, we have another equation:

A + C = 675

To solve these equations, we'll use the substitution or elimination method:

Therefore, there were 450 adults and 225 children admitted to the movie theater that day.

Answer I DONY KNOW SO LIKE BRUH

Step-by-step explanation: GOOD LUCK

Answer:

Mr. Z ?

Step-by-step explanation:

Answer:

We'll use the Law of Sines:

Sine (C) / c = Sine (B) / b

Sine (86) / 40 = Sine (52) / b

0.99756 / 40 = 0.78801 / b

0.024939  = .78801 / b

b = .78801 / .024939

side b = 31.5974978949  feet

Sine (42) / a = Sine (86) / 40

(0.66913 / a) = 0.024939

a = .66913 / .024939

side a = 26.8306668271  feet

******************************************************

I forgot to include the graphic.  

Step-by-step explanation:

Answer:

The total students appearing in first audition = 72

Step-by-step explanation:

As given in the question:

1 out of 3 students were asked to come for second audition.

Let us assume the TOTAL STUDENT who came to first audition =  m

So, [tex](\frac{1}{3}) m[/tex] appeared for the SECOND ROUND.

Now, 75% of students appearing in second audition were offered parts.

Calculating 75% of  [tex](\frac{1}{3}) m[/tex]

[tex]\frac{75}{100} \times\frac{1}{3} m = 0.25 m[/tex]

Also, as said 18 students were offered parts.

⇒ 0. 25 m = 18

Now, solving for m, we get:

m = 18/0.25  = 72

or, m = 72

Hence, the total students appearing in first audition = 72

Final Answer:

- 24 students were asked to attend the second audition.
- 72 students auditioned initially for the first audition.

Explanation:

Let's tackle the problem step by step.
1. **Find the number of students asked to the second audition.**
We know that 18 students were eventually offered parts after the second audition. We're also given that 75% of those who were asked to the second audition were offered parts. To find out how many students were asked to the second audition, we can set up the following equation:

[tex]\[ \text{Number of students offered parts} =[/tex] [tex]\text{Percentage offered parts} \times \text{Number of students at the second audition} \][/tex]

From the given information:
[tex]\[ 18 = 0.75 \times \text{Number of students at the second audition} \][/tex]
Solving for the number of students at the second audition gives us:

[tex]\[ \text{Number of students at the second audition} = \frac{18}{0.75} = 24 \][/tex]
So 24 students were asked to the second audition.

2. **Find the total number of students who auditioned initially.**
If 1 out of 3 students who auditioned were asked to the second audition, we can infer that the ratio of students asked to the second audition to the total number of students who auditioned is 1:3.

Let's let X represent the number of students who auditioned initially. According to the ratio, we can write:

[tex]\[ \frac{1}{3} \times X = \text{Number of students at the second audition} \][/tex]
We've already solved for the number of students at the second audition, which is 24. Thus:

[tex]\[ \frac{1}{3} \times X = 24 \][/tex]
Solving for X, we get:

[tex]\[ X = 24 \times 3 = 72 \][/tex]
So 72 students auditioned initially for the first audition.

To summarize:
- 24 students were asked to attend the second audition.
- 72 students auditioned initially for the first audition.

Answer:

Convert 250 Newtons into Kilograms

25.5

Answer:

5

Step-by-step explanation:

It is given that the solution to an inequality is

[tex]5\leq x<9[/tex]

It means the original inequality is true for any values of x which is greater than or equal to 5 and less than 9.

We need to find the smallest value of x that will make the original inequality true.

[tex]5\leq x\text{ and }x<9[/tex]

Therefore, smallest value of x is 5 that will make the original inequality true.

Answer:

14x+3y=3

Step-by-step explanation:

Answer:

The answer is elimination and the equation evaluated would be (2,1)

Step-by-step explanation:

Answer:

7

Step-by-step explanation:

Q1 = 14

Q3 = 21

Take 21 - 14 and it gives you the interquartile range of 7.

Final answer:

The interquartile range (IQR) for the data set with a five-number summary of 10, 14, 15.5, 21, 25 is 7, calculated as the difference between the third quartile (Q3) and the first quartile (Q1), which are 21 and 14 respectively.

Explanation:

The interquartile range (IQR) of a data set is calculated by subtracting the first quartile (Q1) from the third quartile (Q3). Given the five-number summary of 10, 14, 15.5, 21, 25, where 14 is Q1 and 21 is Q3, the IQR can be found using the formula:

IQR = Q3 - Q1

In this case:

IQR = 21 - 14

IQR = 7

Therefore, the interquartile range for this data set is 7.

Answer:

Step-by-step explanation:

1234

Answer:

x = 21 degrees

Step-by-step explanation:

The angles in a triangle add up to 180 degrees.

x - 4 + 3x + 100 = 180

x - 4 + 3x = 80

4x - 4 = 80

4x = 84

x = 21

Answer:

3 apples per $ is the greatest unit rate when someone buy 12 apples for $4, because we are able buy more apples with this rate for the same price.

Step-by-step explanation:

As we know that unit rate can be calculated by dividing the two quantities having different units.

For example, Madrid has been champions 10 times in 30 seasons,

i.e. 10 champions / 30 seasons = 0.33 champions per season

and

Barcelona has been champions 5 times in 30 seasons.

i.e.  5 champions / 30 seasons = 0.16 champions per season

Thus, the champion rate for Real Madrid is greater than the champion rate for Barcelona. It means, Real Madrid has been a better team.

Now, let us check and answer the question.

       12 apples / $4 = 3 apples per $

       21 apples / $8 = 2.62 apples per $

       35 apples / $14 = 2.5 apples per $

       45 apples / $16 = 2.81 apples per $

From the above calculations and observation, we can conclude that 3 apples per $ is the greatest unit rate when someone buy 12 apples for $4.

This unit rate is the greatest because we are able buy more apples with this rate for the same price.

In other words, the rate is cheaper than the unit rate of the rest, because can buy more apples with this rate for the same price.

Yes because you have to convert the answers to 8/12 to 6/12

1/2 is not greater than 4/6 and the answer to the question "Is 1/2 greater than 4/6?" is no.

Answer:

Step-by-step explanation:

We can recognize that the parent function for all of these graphs is going to be y=x^2. What this means is that we can graph y=x^2 and then apply transformations to it to get to all of these new graphs.

1. y = -x^2 + 5

We can see that the coefficient of the x^2 term is negative which tells us that the graph will now open downwards.

We also know that we are adding 5 on the outside of the argument which means it affect vertical shift. Therefore, we will be moving 5 units up.

2. y = x^2 - 4

We can see that the only change made to this equation is subtracting 4 on the outside of the squared part of the equation. Again, this signifies vertical movement, but since it's negative we will be moving the entire y = x^2 graph down 4 units.

3. y = -x^2 - 1

What do you notice about this graph?

- negative coefficient

- subtracting 1 outside of the argument

What do these mean?

- negative coefficient: opens downwards

- subtracting 1: move entire y = x^2 graph down 1 unit