the temperature at noon was -27 degrees . the temperature increased by 13 degrees by 2pm . what was the temperature at 2pm

Answers

Answer 1

First, you would create an equation for this problem.
-27 + 13

Now, all you would have to do is solve it.
-27 + 13 = -14

By 2 pm the temperature was -14 degrees.

I hope this helps!

Answer 2

-14 degrees.

-27 + 13 = -14

Related Questions

State whether the graph of each linear relationship is a solid line or set of unconnected points explain your reasoning the relationship between the number of $12 DVDs you buy and the total cost

Answers

Hello! The graph of each linear equation is a set of unconnected points. The thing is that with a solid line, you can have things in-between whole numbers. However, you can’t have a fraction of a movie. Dotted points show that you can’t have in between values and that only whole quantities count.

With the wind, a jet can fly 2500 km in 2 hours 30 minutes. Against the wind, it can fly only 2000 km in the same amount of time. Find the rate of the jet in still air and the rate of the wind.

Answers

With the wind, a jet can fly 2500km in 2 hours 30 min.
With wind DATA:
distance = 2500 km ; time = 2.5 hrs ; rate = 2500/2.5 = 100 km/h

Against the wind, it can fly only 2000km in the same time.
Against wind DATA:
distance = 2000 km ; time = 2.5 hrs ; rate = 2000/2.5 = 800 kmh

Find the rate of the jet in still air and the rate of the wind.

p + w = 100
p - w = 80

2p = 180
p = 90 kmh (plane speed in still air)

Since p+w = 100, w = 10 kmh (wind speed)

36,204+40,918 estimate then find the sum

Answers

36, 204 + 40,918 = 77, 122

Answer:
_____________________
1) Estimate the sum:
__________________
36,000 + 41,000 = 77, 000 (estimated sum).
___________________________________
2) Find the sum:
____________________________________
36,204 + 40,918 = 77, 122 (calculated sum).
____________________________________

write 3x+(2-4x) in standard form

Answers

3x+(2-4x) in standard form is 1x.

I think the answer would be -1 + 2

How do you solve the system of linear equation by multiplying?

5x - 2y = 11
3x + 5y = 19

Answers

5x-2y=11 X=(11+2•2)#5
5x=11+2y X=15#5
X=(11+2y)#5 X=3

3x+5y=19
3•(11+2y)#5+5y=19
(33+6y)#5+5y=19
(33+6y+25y)#5=95#5
33+31y=95
31y=62
Y=2
#significa divisão
•significa multiplicação

The solution set for the system of equations is (3, 2).

What is system of equations?

In mathematics, a set of simultaneous equations, also known as a system of equations or an equation system, is a finite set of equations for which common solutions are sought

Given is the system of equations -

5x - 2y = 11

3x + 5y = 19

Multiply Eq.{1} by 3 and Eq.{2} by 5, we get -

15x - 6y = 33

15x + 25y = 95

Now, performing Eq(2) - Eq(1), we get -

15x + 25y - 15x + 6y = 95 - 33

31y = 62

y = 2

x = 11 + 2y/5

x = 15/5

x = 3

Therefore, the solution set for the system of equations is (3, 2).

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help !!! i dont understand !

Answers

If the top of the fraction is less than the bottom, the fraction is less than one. However, Federico has raised 11/10 of what he needs and the top is bigger than the bottom so he’s raised the most money.

marissa has raised the most money don't ask me how I got it but trust me

jks

Which number is bigger 2/3 or 66%

Answers

2/3 of a number is greater than 66% of a number

2/3 is greater

Reason:
2/3= 0.66666666
66%= 0.66
Thus 2/3 has a greater value

Hope this helps :))

Does anyone know how to do 9 and 10 ???

Answers

9.2x-9<7
add 9 to both sides, 2x<16
divide both sides by 2, x<8
A.

10.n<5
-4n+11>-9 Subtract 11 from both sides
-4n>-20 then, divide both sides by -4
In these greather than less than equations, when you divide a negative by another negative, you must flip the sign
so that would be, n<5
D

9) 2x - 9 < 7

Add 9 to both sides.

2x < 7 + 9

Simplify.

2x < 16

Divide both sides by 2.

x < 8

10) Go through each answer choice & check.

a) 4n + 11 > -9

Subtract 11 from both sides.

4n > -9 - 11

Simplify.

4n > -20

Divide both sides by 4.

n > -5

(a) is incorrect.

b) 4n + 11 < -9

Subtract 11 from both sides.

4n < -9 - 11

Simplify.

4n < -20

Divide both sides by 4.

n < 5

(b) is incorrect

c) -4n + 11 <-9

Subtract 11 from both sides.

-4n < -9 - 11

Simplify.

-4n < -20

Divide both sides by -4.

n > 5

(c) is incorrect

d) -4n + 11 > -9

Subtract 11 from both sides.

-4n > -9 - 11

Simplify.

-4n > -20

Divide both sides by -4.

n < 5

(d) is correct

~Hope I helped!~

Combine the like terms to make a simpler expression:

3z+2+(-5z)+6

Answers

-2z+8
Combine Like Terms:=3z+2+−5z+6=(3z+−5z)+(2+6)=−2z+8

Hello There!

You would get -2z + 8

Hope This Helps You!
Good Luck :)

- Hannah ❤

Find the product 54×653

Answers

35262 Is the answer just multiply 54 x65 and get the answer then multiply the answer by 3

2.654 2.564 2.065 2.465
greatest to least

Answers

To find the greatest number we start from the first digit. Since all of them are the same, we have to go to the next. Looking at them, 6 is the greatest, then 5, then 4, then 0.

So the answer is 2.654, 2.564, 2.065, 2.465

Which is the other endpoint of a line segment with one endpoint at (-2, 5) and midpoint at (3, 1)?

A. (1/2, 3)
B. (1, 6)
C. (5/2, -2)
D. (5, -4)
E. (8, -3)

Answers

the answer is D. (5,-4)

the answer is e (8,-3) because the slope is -4/5 and if you continue from he midpoint to the other end, (3,1) you get the other endpoint at (8,-3)

A rental company charges $15 plus $4 per hour to rent a bicycle. If Margie does not want to spend more than $27 for her rental, solve an inequality to determine how many hours she can rent the bicycle and not spend more than $27. Interpret the solution.

Answers

The number of hours she can rent the bicycle and not spend more than $27 is 3hours.

How to write an inequality equation?

Total amount Maggie wants to spend = $27Fixed charge = $15Hourly charge = $4Number of hours = x

The inequality;

15 + 4x ≤ 27

4x ≤ 27 - 15

4x ≤ 12

x ≤ 12/4

x ≤ 3 hours

Therefore, the number of hours she can rent the bicycle and not spend more than $27 is 3hours

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solve for x 9x>-18 answer must be simplified

Answers

Divide both sides by 9 to go from this
9x > -18
to this
x > -2

On the left side the 9x becomes 9x/9 = 1x = x
on the right side we have -18/9 = -2

Answer is x > -2

The equation of a line given two points needs to be found. Samuel claims that slope-intercept form will generate the equation and Helena claims that point-slope form will find the equation. Who is correct? Explain your reason by describing both forms.

Answers

Final answer:

Both Samuel and Helena are correct as the slope-intercept form and the point-slope form can be used to find the equation of a line given two points. The slope-intercept form is y = mx + b, while the point-slope form is y - y1 = m(x - x1). The methods vary but both are effective depending on the given information.

Explanation:

Both Samuel and Helena are correct; they have mentioned different forms that can be used to find the equation of a line given two points. The slope-intercept form of a linear equation is commonly written as y = mx + b, where m represents the slope and b represents the y-intercept. The slope, m, describes the steepness of the line, and the y-intercept, b, is where the line crosses the y-axis. In contrast, the point-slope form is written as y - y1 = m(x - x1), where (x1, y1) is a specific point on the line and m is the slope. To find the slope, you take two points on the line, say, (x1, y1) and (x2, y2), and use the formula m = (y2 - y1)/(x2 - x1).

Either form will produce the equation of the line, but they require different approaches. The slope-intercept form immediately gives the y-intercept and is generally used when this information is valuable or when the graph will be drawn. Meanwhile, the point-slope form is particularly handy when you have one point on the line and the slope, as it can be used quickly without re-arranging the equation to solve for the y-intercept.

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Both Samuel and Helena's methods are valid for finding the equation of a line. The slope-intercept form (y = mx + b) requires finding the y-intercept, while the point-slope form (y - y1) = m(x - x1) uses a point on the line directly. Both forms yield the same final equation.

Both Samuel and Helena are correct, but they are using different methods to find the equation of a line. The slope-intercept form and the point-slope form can both lead to the same final equation of the line, which will be consistent after simplifying. Here's a step-by-step explanation of both forms:

Slope-Intercept Form (y = mx + b)

Slope-Intercept Form is given by the equation y = mx + b, where m is the slope of the line and b is the y-intercept.

First, find the slope (m) using the formula: m = (y2 - y1) / (x2 - x1).Next, use one of the given points (x1, y1) and substitute in the found slope and coordinates to solve for b (the y-intercept).Substitute the slope and y-intercept back into the slope-intercept form.

Example:

Given points (1, 2) and (3, 4):

Calculate the slope: m = (4 - 2) / (3 - 1) = 2 / 2 = 1.Use one of the points to find b: 2 = 1(1) + b; solving this, we get b = 1.Equation of the line: y = 1x + 1.Point-Slope Form (y - y1) = m(x - x1)

The Point-Slope Form is given by the equation y - y1 = m(x - x1), where m is the slope and (x1, y1) is a point on the line.

First, find the slope (m) using the same formula: m = (y2 - y1) / (x2 - x1).Use one of the given points (x1, y1) and substitute in the found slope.Simplify the equation to convert it to slope-intercept form if needed.

Example:

Given points (1, 2) and (3, 4):

Calculate the slope: m = (4 - 2) / (3 - 1) = 2 / 2 = 1.Select point (1, 2): y - 2 = 1(x - 1).Simplify: y - 2 = x - 1;

y = x + 1.

Both forms ultimately lead to the same linear equation. Choosing which form to use depends on what information is given and personal preference.

The correlation coefficient r between the size of a lake in square miles, x, and the yearly number of registered boaters, y, is 0.743. What percent of the variation in the number of yearly boaters can be explained by differences in lake sizes? A.74.3% B.55.2% C.44.8% D.37.2% Algebra

Answers

The variation in any sample group is simply the square of the correlation coefficient, that is:

variation = r^2

Therefore given an r value, we can simply directly calculate for variation percentage.

variation = (0.743)^2

variation = 0.552 or 55.2%

Answer:

B. 55.2%

ann picks a 4 digit number . The first digit is not a zero .The 4 digit number is a multiple of 5. how many different 4 digit numbers could she Pick?

Answers

_ _ _ _
since it has to be a four digit number and the restrictions are only two substitue the first digit with 1
1 _ _ _
then substitue the last one with 1 because there is only one multiple of 5 that is a single digit

1 _ _ 1

then substitue the second gap with 8 because 0-9 are ten numbers and since you already used 2 numbers 10-2 is 8
1 8 _ 1

then substitue the last gap with 7 because you already used three numbers

1 8 7 1

then multiply all of them and you get 56

How do you solve this please help

Answers

Since a straight line is 180 degrees, ∠ACD and ∠ACB add up to 180 degrees. Therefore, ∠ACB=180-∠ACD=180-5x-5=175-5x. As the angles in a triangle add up to 180 degrees, ∠A+∠B+∠ACB=x+2x+15+175-5x=180=-2x+190. Subtracting 190 from both sides, we get -10=-2x. Next, we can divide both sides by -2 to get x=5 and plugging that into 2x+15=∠B, ∠B=2*5+15=25

How do you divided 14.28 /4.2

Answers

you dived 14.28/4.2 by taking the decimal out and when you get the answer put it back

14.28 divided by 4.2 = 3.4

the length of a cube is x centimeters. If x is an integer why can't the volume of the cube equal 15 cm cubed

Answers

Final answer:

The volume of a cube with a side length of x centimeters cannot equal 15 cm³ when x is an integer.

Explanation:

The question asks why the volume of a cube with a length of x centimeters cannot equal 15 cm³ when x is an integer. In order to calculate the volume of a cube, we use the formula V = s³, where V represents the volume and s represents the length of a side. If x is an integer, the length of the cube can be any integer value.

However, when we substitute x = 15 into the formula, we find that the volume of the cube would be 15³ = 3375 cm³, which is not equal to 15 cm³. Therefore, the volume of a cube with a side length of x centimeters cannot equal 15 cm³ when x is an integer.

Bella pays 7 payments of $5 each to a game store.she returns one game receives $20 back.what is the change of the about of money she has?

Answers

15$ would be ya answer ....

Answer:

$15 in total

Step-by-step explanation:

What is 0.8281 rounded to the nearest whole number?

Answers

0.8281 rounded to the nearest whole number is 1

When can you carve out time to study each month or each week

Answers

When you have nothing to do or when you finish your homework then take a break then study then take a break then study. Or don't play video games or watch tv and just study for like 60 minutes and have breaks after every 20 minutes... hope that helps. Also, another way is to tell someone like a roommate parent or sibling to yell at you until you go into your room and study.

The length of a rectangle is 5cm more than its width. The perimeter of the rectangle is 46cm. Find the width and the length

Answers

Final answer:

The width of the rectangle is 9 cm, and the length is 14 cm.

Explanation:

To find the width and length of the rectangle:

Let's assume that the width of the rectangle is x cm. According to the problem, the length of the rectangle is 5 cm more than its width, so the length would be x + 5 cm.

The perimeter of the rectangle is 46 cm. The formula for the perimeter of a rectangle is P = 2(w + l), where P is the perimeter, w is the width, and l is the length.

So, we can set up the equation: 46 = 2(x + (x + 5)).

Simplifying the equation gives us: 46 = 2(2x + 5).

Expanding the equation further gives us: 46 = 4x + 10.

Subtracting 10 from both sides of the equation gives us: 36 = 4x.

Dividing both sides of the equation by 4 gives us: x = 9.

Therefore, the width of the rectangle is 9 cm, and the length is 9 + 5 = 14 cm.

Final answer:

To find the width and length of the rectangle, set up an equation using the given information and solve for x. The width is 9 cm and the length is 14 cm.

Explanation:

To solve this problem, we can set up an equation using the information given. Let's assume the width of the rectangle is x cm. Since the length is 5cm more than the width, it will be x + 5 cm. The perimeter of a rectangle is found by adding all its sides, so we have:

2(x + x + 5) = 46

Simplifying this equation gives us:

4x + 10 = 46

Subtracting 10 from both sides:

4x = 36

Dividing both sides by 4:

x = 9

Therefore, the width of the rectangle is 9 cm and the length is 9 + 5 = 14 cm.

A shopper purchased 4 tables and 2 chairs for $200 and 2 tables and 7 chairs for $400. What is the cost of each table and each chair? And can you please explain the process using substitution please? Thanks.

Answers

4t+2c=200
2t+7c=400

I will solve for c in terms of t first
4t+2c=200
2c=200-4t
c=100-2t

Then I will substitute this in for c in the second equation to make it single variable
2t+7c=400
2t+7(100-2t)=400
2t+700-14t=400
300t=12
t=25
Tables cost $25 each

Plug t back into one of the ORIGINAL equations to find the cost of chairs
4(25)+2c=200
100+2c=200
2c=100
c=50
Chairs cost $50 each

Hope this helps! :)

After the last stop on Mr. Tuttle’s route, the number of students on the bus is 3/4 of its full capacity. Once Mr. Tuttle has completed picking up all the students on his route, if no students have exited the bus, how many students could the remaining empty seats accommodate?

Answers

From a reliable source, the maximum capacity of a standard bus used as school bus is 72 students. Because the bus that Mr. Tuttle drives is already 3/4 full, only 1/4 of the capacity is unoccupied. With this, the number of the empty seats is calculated by multiplying 72 by 1/4 as shown below.
empty seats = (1/4)(72) = 18

Therefore, the bus could have accommodated 18 more students.

Nina and her friends are going to the downtown rib festival. The festival organizers expect 10,000 people to attend the four-day festival. At the end of the festival the organizers say that they have exceed their expected attendance by 2000 people. What was the average number of people to attend the festival per day?

Answers

10000 + 2000 = 12000
12000 / 4 = 3000

The average number of people attending the festival per day will be 3,000 per day.

What is Mean?

The mean is the straightforward meaning of the normal of a lot of numbers. In measurements, one of the markers of focal propensity is the mean. The normal is alluded to as the number-crunching mean. It's the proportion of the number of genuine perceptions to the absolute number of perceptions.

Nina and her friends are going to the downtown rib festival. The festival organizers expect 10,000 people to attend the four-day festival. At the end of the festival, the organizers say that they have exceeded their expected attendance by 2000 people.

The total number of people on four days will be given as,

⇒ 10,000 + 2,000

⇒ 12,000

The average will be given as,

⇒ 12,000 / 4

⇒ 3,000

The average number of people attending the festival per day will be 3,000 per day.

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A store manager ordered 402 baseball caps and 122 ski caps estimate the total number of. Apps the manager ordered

Answers

If you meant estimate the total number of caps the manager ordered, its 524. Because 402+122=524. Now if it said Apps we need more detail to understand were does "Apps" come into play.

It is 525 hope that will help

Choose among these options the one that results in a graph that shows exponential decay. A. f(x) = 0.6(2)x B. f(x) = 3(0.7)x C. f(x) = 0.4(1.6)x D. f(x) = 20(3)x

Answers

B. f(x) = 3(0.7)ˣ
Decay means an overall decrease in the original value. Exponential equations are written in the form:
amount after time n = original amount x (decay OR increase factor)ⁿ
The value of the factor is less than one in the case of a decay.

Answer: [B]: " f(x) = 3(0.7)ˣ " .
________________________________________________________
x | y
0 | 3
1 | 2.1
2 | 1.48
_________________________________________________________
When, "x" [which is the exponent] increases" ; the resulting value; "y" on a graph, DECREASES; hence; "exponential decay".
_____________________________________________
Consider Choice [A]: " f(x) = 0.6(2)ˣ " .
_________________________________________________________
x | y
0 | 0.6
1  | 1.2
2 | 2.4 ;

When "x" [the exponent] increases, the resulting value; "y" (on a graph); INCREASING; indicating 'exponential growth' ; NOT 'exponential decay' .
______________________________________________________
Consider Choice [C]: "f(x) = 0.4(1.6)ˣ " .
_________________________________________________________
x | y
0 | 0.4
1  | 0.64
2 | 1.024

When "x" [the exponent] increases, the resulting value; "y" (on a graph); INCREASING; indicating 'exponential growth' ; NOT 'exponential decay' .

→ As such, Choice: [C]: is incorrect.
______________________________________________________
Consider Choice [D]: " f(x) = 20 * (3)ˣ " ;
_________________________________________________
x | y
0 | 20
1  | 60
2 | 180 ;
_________________________________________________

When "x" [the exponent] increases, the resulting value; "y" (on a graph); INCREASING; indicating 'exponential growth' ; NOT 'exponential decay;.

→ As such, "Choice [D]" is incorrect.
______________________________________________________

The number of the day is 936,165

Answers

936165

900000 + 30000 + 6000 + 100 + 60 + 5 (expanded form)

nine hundred thirty six thousand one hundred and sixty-five (word form)

hope this helps

Other Questions

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