2. If the whole bar is 3 units long, what is the length of the shaded part of the bar? Write a multiplication
equation for the diagram, and then solve.

Answer:

40 minutes

Step-by-step explanation:

Elapsed time = end time - start time

Elapsed time = 2:00 - 1: 20

Elapsed time = 40 minutes

Answer:

40%

Step-by-step explanation:

180 - 135 = 45

so, 40%

Answer:

25%

Step-by-step explanation:

135/180= .75

because of 100% - 75% = 25%

Answer:

20 and 22.

Step-by-step explanation:

Let the consecutive integers be a and b

Then b = a + 2

a is the smaller integer.

[tex]\begin{array}{rcl}2a + b & = & 62\\2a + a + 2& = & 62\\3a + 2 & = & 62\\3a & = & 60\\a & = & \dfrac{60}{3}\\\\& = & \mathbf{20}\\\end{array}[/tex]

a               = 20

b = 20 + 2 = 22

The two integers, in ascending order, are 20 and 22.

Check:

2(20) + 22 = 62

    40 + 22 = 62

             62 = 62

OK.

Answer:

D)

Step-by-step explanation:

3(x-9)=3x-27

Answer:

r = 2

Step-by-step explanation:

Given

8 = - 3r + 7r ← combine terms

8 = 4r ( divide both sides by 4 )

2 = r

Answer:

r=2

Step-by-step explanation:

8 = −3r +7r

Step 1: Combine like-terms (-3r + 7r = 4r)

8=4r

Step 2: Divide both sides by 4 to isolate the variable

(8 divided by 4 = 2)

(4r divided by 4 = r)

2=r

Answer:

I think its c. but i could be wrong

Answer:

3:7.5 = 1:2.5 = 2:5

4:10 = 2:5

5:12.5 = 10:25 = 2:5

6:15 = 2:5

A and D belong to this set:

A: 1:2.5 = 2:5

D: 8:20 = 2:5

Answer:

y = -1

Step-by-step explanation:

Add 3y to both sides:

2y + 3y + 6 = 1 - 3y + 3y

Simplify:

5y + 6 = 1

Subtract 6 from both sides to isolate the y value:

5y + 6 - 6 = 1 - 6

Simplify:

5y = -5

Divide by 5 on both sides to solve:

5y/5 = -5/5

Simplify:

y = -1

No, The answer is 120%     and 0.5% = 0.05

Hope this helped!

BTW can I have brainliest

Answer:

B. y = -1/2 (4x + 2)

Step-by-step explanation:

your welcome :) and sorry that I'm a bit late

Answer:

6x² - 5x + 3 - (3x² + 8x - 4) = 3x² - 13x + 7

General Formulas and Concepts:

Pre-Algebra

Algebra I

Terms/Coefficients

Step-by-step explanation:

Step 1: Define

Identify given.

6x² - 5x + 3 - (3x² + 8x - 4)

Step 2: Simplify

∴ we have subtracted the two trionomials!

---

Topic: Algebra I

Answer:

3x²-13×+7

Step-by-step explanation:

hope this helps -olive

Answer:

m<=-15

Step-by-step explanation:

Answer:

[tex]In\ 1\ minute\ lawn\ can\ be\ mowed=50\ yd^2[/tex]

Step-by-step explanation:

[tex]Given,\\\\In\ 1\ hour\ lawn\ can\ be\ mowed= 3000\ yd^2\\\\we\ know\ that\\\\1\ Hour=60\ minutes\\\\In\ 60\ minutes\ lawn\ can\ be\ mowed=3000\ yd^2\\\\In\ 1\ minute\ lawn\ can\ be\ mowed=\frac{3000}{60}\ yd^2\\\\In\ 1\ minute\ lawn\ can\ be\ moved=50\ yd^2[/tex]

The given equation describes a linear relationship between temperature and time. The slope, -0.7, indicates that the temperature is dropping at a rate of 0.7 degrees per unit of time.

The equation given, T=42-0.7t, is in the form of a linear equation, y=mx+b, where T is the temperature in degrees Celsius, t is the time, 42 represents an initial temperature, and -0.7 is the slope representing the rate of temperature change over time.

In this equation, the slope, -0.7, tells us that the temperature is decreasing or dropping at a rate of 0.7 degrees per unit of time. This could be per minute, per hour, etc., depending on the context given.

Note that because the '-0.7' is negative, we know that the temperature is decreasing, or dropping, rather than increasing. If it were positive, it would mean the temperature is rising. Thus, when you're asked how fast the temperature is dropping, the answer based on this equation is that it's dropping at a rate of 0.7 degrees per unit of time.

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The temperature drops at a rate of 0.7 degrees per time unit, as indicated by the coefficient of t in the equation T = 42 - 0.7t.

The equation given, T = 42 - 0.7t, suggests a relationship between temperature (T) and time (t), where the temperature drops over time due to some cooling process, such as a cold front arriving. To determine how fast the temperature is dropping, we look at the coefficient of t in the equation, which is -0.7. This means that for every unit of time that passes, the temperature drops by 0.7 units. Thus, the rate of temperature drop is 0.7 degrees per time unit, assuming the temperature is measured in degrees and time in matching time units (likely minutes or seconds).

Answer: [tex]m\angle F=140\°[/tex]

Step-by-step explanation:

You know that the sum of the interior angles of an hexagon is 720 degrees.

Based on that and given the figure attached, you can set up the following equation:

[tex](x-60)+(x-40)+130+120+110+(x-20)=720[/tex]

The next step is to solve for "x" in order to find its value. This is:

[tex]x-60+x-40+130+120+110+x-20=720\\\\3x=720-240\\\\3x=480\\\\x=\frac{480}{3}\\\\x=160[/tex]

Now you must substitute the valUe of "x" calculated above, into [tex]m\angle F=(x-20)\°[/tex]:

[tex]m\angle F=(160-20)\°[/tex]

Finally, evaluating, you get that the measure of the angle F is:

[tex]m\angle F=140\°[/tex]

Answer:

114 is the real correct answer

Step-by-step explanation:

May God Bless

Answer:

[tex]y = \frac{1}{4}x[/tex]

x  y

4  1

8  2

12  3

16  4

Step-by-step explanation:

Angie makes a spicy salsa by adding red pepper flakes to a chunky tomato mix in proportional amounts. For example, she mixes [tex]\frac{1}{2}[/tex] teaspoon of red pepper flakes to 2 cups of tomato mix.

So, the amount of tomato mix in cups is the independent variable represented by x and the amount of red pepper flakes in teaspoon is the dependent variable represented by y and the relation between them is given by y = kx, as the relation is proportional.

Now, putting x = 2 and y = [tex]\frac{1}{2}[/tex], we get

[tex]\frac{1}{2} = 2k[/tex]

⇒ k = [tex]\frac{1}{4}[/tex]

Therefore, the equation is [tex]y = \frac{1}{4}x[/tex] (Answer)

Now, in table the relation will be given by

x  y

4  1

8  2

12  3

16  4 (Answer)

The relationship between red pepper flakes and tomato mix can be represented by a table showing different quantities matching the ratio, and by an equation, p = (1/4) * t, which expresses the amount of red pepper flakes (p) needed for any given amount of tomato mix (t).

To represent the relationship between red pepper flakes and tomato mix which Angie uses to make her spicy salsa, we will use a table and an equation.

Table Representation:

Red Pepper Flakes (teaspoons)Tomato Mix (cups)1/22141 1/2628

In the table, the amount of red pepper flakes increases proportionally with the amount of tomato mix. This proportional relationship can also be represented numerically.

Equation Representation:

Let's define p as the amount of red pepper flakes in teaspoons and t as the amount of tomato mix in cups. The ratio given is 1/2 teaspoon of red pepper flakes to 2 cups of tomato mix, which simplifies to 1/4 teaspoon per cup. Thus, the equation is:

p = (1/4) * t

This equation states that for every cup of tomato mix, you use 1/4 teaspoon of red pepper flakes. Therefore, if Angie has t cups of tomato mix, she will need p = (1/4) * t teaspoons of red pepper flakes.

Answer:

93

Step-by-step explanation:

s= salads  d= drinks

$6.5s + $2d = $836.5

s + d =209

s = 209-d

6.5 (209-d) + 2d = 836.5

1358.5 - 6.5d + 2d = 836.5

-4.5d = -522

d = 116

s = 209 - 116 = 93

Answer:

68$

Step-by-step explanation:

cost of 10 book= 10$ * 10= 100$

now,

Remaining money= 168$-100$

                             =68$

Answer:

$68

Step-by-step explanation:

If each of the 10 books costs $10, you must multiply $10 x 10 to get $100. Then, you do $168 - $100 and get $68.

The 20th term is -106

15,9,3,-3,-9,-15,-21,-28,-35,-41,-46 (10) -6 x 10 = -60

-60 + -46

-106

You're just subtracting by 6.

Answer:

-99

Step-by-step explanation:

you subtract by 6 every number.....

-3-6=-9

-9-6=-15

so on and so on until you get to the 20th term.....

Answer:

x=45

Step-by-step explanation:

18/4 = x/10

[tex]\frac{18}{4}[/tex] = [tex]\frac{x}{10}[/tex]

use cross-multiplication

10*18=180

180/4=45

x=45

Answer:

To find that a triangle can be made from these measurements you should know that the sum of two of its sides should be greater than the third side.

lets see if this rule applies...

9+9 = 18 ( greater that 17 ; its third side)

17 + 9 = 26 (greater than 9 ; its third side)

therefore, a triangle can be formed

as two of its sides are equal , it is an isosceles triangle

Answer:

isosceles triangle

Step-by-step explanation:

two of its sides are equal

Final answer:

Scribes in medieval Europe had several important roles:

Explanation:

Scribes in medieval Europe had several important roles:

Answer:

B) Both functions have the same domain.

C) Both functions have the same x-intercepts.

D) Both functions are decreasing on the interval (−∞, −2).

Step-by-step explanation:

step 1

Find the vertex of f(x)

we know that

The x-coordinate of the vertex is the midpoint of the roots

we have

x=-1 and x=-3

so

the midpoint is

(-1-3)/2=-2

The y-coordinate of the vertex is -4 (because the range is [−4, ∞))

therefore

The vertex of f(x) is the point (-2,-4)

Is a vertical parabola open upward

The vertex is a minimum

The domain is all real numbers

step 2

we have

[tex]g(x)=2x^2+8x+6[/tex]

Find the vertex

Factor the leading coefficient

[tex]g(x)=2(x^2+4x)+6[/tex]

Complete the square

[tex]g(x)=2(x^2+4x+4)+6-8[/tex]

[tex]g(x)=2(x^2+4x+4)-2[/tex]

Rewrite as perfect squares

[tex]g(x)=2(x+2)^2-2[/tex]

Is a vertical parabola open upward

The vertex is the point (-2,-2)

The domain is all real numbers

The range is the interval [−2, ∞)

Find the x-intercepts

For g(x)=0

[tex]0=2(x+2)^2-2[/tex]

[tex]2(x+2)^2=2[/tex]

[tex](x+2)^2=1\\x+2=\pm1\\x=-2\pm1[/tex]

so

The roots or x-intercepts are

x=-1 and x=-3

Verify each statement

A) Both functions have the same vertex

The statement is false

The vertex of f(x) is (-2,-4) and the vertex of g(x) is (-2,-2)

B) Both functions have the same domain.

The statement is true

The domain is all real numbers

C) Both functions have the same x-intercepts

The statement is true  (see the explanation)

D) Both functions are decreasing on the interval (−∞, −2)

The statement is true

Because the x-coordinate of the vertex is the same in both functions, and both functions open upward

Answer:

The answer is A

Step-by-step explanation:

The factor for given equation [tex]3x^2+7x-6[/tex] is (3x-2) and (x+3).

Step-by-step explanation:

To find the factors of the equation,

1) Multiply the coefficient of the [tex]x^2[/tex] and the constant value.

⇒3×(-6)= -18.

2) Now find two numbers that can result is in -18 while multiplying and 7 (middle term or coefficient of x) while adding.

⇒9 × (-2) = -18.

9+(-2)= 7.

Now spit the equation as[tex]3x^2+9x-2x-6[/tex].

=[tex](3x^2+9x)-(2x-6)[/tex].

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

=(x+3)(3x-2).  (by taking out the common term x+3)

∴ The factor for given equation [tex]3x^2+7x-6[/tex] is (3x-2) and (x+3).

Answer: [tex]49 = 3x + 7[/tex]

Step-by-step explanation:

Let the daughter's age be x and Kendra's age be y , then from the first statement;

[tex]y = 3x + 7[/tex]

Since Kendra's age is 49 , substitute it into the equation , we have

[tex]49 = 3x + 7[/tex]

subtract t from both sides

[tex]49 - 7 = 3x[/tex]

[tex]42 = 3x[/tex]

divide through by 3

[tex]x = 14[/tex]

Therefore : the daughter's age is 14

Answer:

3x+7=49

Step-by-step explanation:

Answer:

0.57

Step-by-step explanation:

56.30 divided by 1.57=32.21

Step-by-step explanation:

Let the required number = x

To find, the required number = ?

According to question,

∴ 2x - 16 - 2 × 10 = 0

⇒ 2x - 16 - 20 = 0

⇒ 2x - 36 = 0

⇒ 2x = 36

⇒ x = 18

∴  The required number = 18

Thus, the required number is 18.

Answer: x=18

Explanation:

Answer: 108

Step-by-step explanation:

18 sandwiches are mad every hour then multiply it by 6 .

Answer:

[tex]x = \frac{3}{5} \times \frac{5}{7}[/tex] and [tex]y = \frac{16}{21} - \frac{1}{3}[/tex]

Step-by-step explanation:

We have to write a multiplication equation and a subtraction equation that both involve a fraction and have the same solution.

Let the multiplication equation be, [tex]x = \frac{3}{5} \times \frac{5}{7}[/tex].

And the subtraction equation is, [tex]y = \frac{16}{21} - \frac{1}{3}[/tex]

Now,  [tex]x = \frac{3}{5} \times \frac{5}{7} = \frac{3}{7}[/tex] and [tex]y = \frac{16}{21} - \frac{1}{3} = \frac{16 - 7}{21} = \frac{9}{21} = \frac{3}{7}[/tex]

Therefore, in both the equations the solution is [tex]\frac{3}{7}[/tex]. (Answer)

Final answer:

Both a multiplication equation (½ * 2 = 1) and a subtraction equation (1 - ½ = ½) can be constructed to have the same solution, where the multiplication involves doubling the fraction and the subtraction involves a whole number minus the fraction.

Explanation:

Creating a multiplication equation and a subtraction equation with the same solution involves finding a common value that the operations can share. Here's a simple example:

Let's say we have the fraction ½. If we want a multiplication equation, we could multiply this fraction by 2 to get 1 (since ½ * 2 = 1).

Multiplication equation: ½ * x = 1, where x = 2.

For the subtraction equation, we consider the fact that subtracting 0 from any number leaves it unchanged. We can use this to our advantage by creating an equation where we subtract a fraction from itself:

Subtraction equation: y - ½ = ½, where y = 1.

By solving these equations, we can see they have the same solution:

Both equations simplify to the same value, demonstrating that multiplication and subtraction can indeed share the same result when formulated correctly.