Find the values for a, b, c, from the number line

Answer:

4k^3 + k^2 - 2k + 7

Step-by-step explanation:

Hope this helps, and good luck

Answer:

See below.

Step-by-step explanation:

We have:

Given:

[tex]-5(r+3)<12-10r+3r[/tex]

Step 1: Combining Like Terms (on the right):

[tex]-5(r+3)<12-7r[/tex]

Step 2: Distributive Property (distribute the -5 on the left):

[tex]-5r-15<12-7r[/tex]

Step 3: Addition Property of Equality (add 7r to both sides):

[tex]2r-15<12[/tex]

Step 4: Addition Property of Equality (add 15 to both sides):

[tex]2r<27[/tex]

Step 5: Division Property of Equality (divide both sides by 2):

[tex]r<13.5[/tex]

And we're done!

Answer:

Step 1: Combining Like Terms

Step 2: Distributive Property  

Step 3: Addition Property of Equality

Step 4: Addition Property of Equality

Step 5: Division Property of Equality  

Answer:

BOY=MAN because of ASA

Step-by-step explanation:

There is an angle in one corner and another corner also has a angle the last side is in the middle

Answer:

asa

Step-by-step explanation:

Answer:  The correct answer is: [A]:

__________________________________________________

      " Look at the graph of the relationship.  Find the y-value of the point that corresponds to x = 1 .   That value is the unit rate. "

__________________________________________________

Step-by-step explanation:

__________________________________________________

Note that the "unit rate" is the term that refers to:

a "quantity" / or "quantitative value" ;  

      →  of some type of "countable units"

{e.g. "currency"  — [such as:  dollars, cents,  pounds] ; "distance/length/ width/ height" — [such as:  miles, kilometers, meters, centimeters, yards, feet, inches] ;  pieces of fruits — [such as:  number of apples;  cans of soda, number of red dresses] ;  

__________________________________________________

per "single unit" of something — {e.g. per hour; per minute; per mile; per ounce; per hour; per dollar, per kilometer, per day, per week.

  {e.g.

            →    " 3 apples eaten  per [single] apricot eaten" ;

            →  " 46 miles per hour.

            →   " 8.3 cents per oz."  ;

            →  " 5 Liters of soda per dollar " ;

            →   " 2.3 grams per mole " ;

            →  " 4.6 mg solute / kg of solvent " ;  

            →  " 5 km / hr " ;  {that is:  " 5 km per hr " } .

            →  " 3 yds. per [single] square inch."

            →  " 35 parts per hundred" ; {that is:  " 35 percent" ; or: " 35 % " . } .

            →    " ... The cilantro is on sale for 33 cents per bundle ...} ."

  →  ... to provide a few examples.  

__________________________________________________

    On on Cartesian plane graph,  the  "x-axis" is located on the "horizontal axis" that represents the "independent variable" (or, at times, the "experimental value" — which can be manipulated — or "controlled" —or  be subjected to being "manipulated" / "controlled" / or, "selected".

  The "y-axis" is located on the "vertical axis" that represents the "dependent variable" (or, at times, the "control value") that cannot be "manipulated" / controlled/ or "selected" / since it represents the "y-value" of the corresponding coordinate to which the "x-value" happens to corresponds to at the given value for "x" .

  So, if the "unit rate" represents the "single unit rate" ;  we look at "x = 1 " ;  since we are "choosing" this particular "single" rate of per "single" (i.e. "1" ) ; so we do not have a choice in what "y-value" of the particular graph to select.  We can control the fact that we are "choosing" to find the "unit" rate, so we select the "independent variable" , "x = 1 " . We then examine the "corresponding y-value" that happens to exist when "x = 1 " .

{Note that we have "no control" over what that "y-value" is ; at the: "[point which:  " x = 1 .] . "

_________________________________________________  

→  As such, that "y-value" [insert that numeric "y-value" ;                        followed by the units represented by the "y-axis" ] ;

           per  " 1 " [insert "single unit" represented by the "x-axis" ] ;

_________________________________________________    

          →   is the:  "unit rate" .

__________________________________________________

So:  

   The correct answer is:    [A]:  

__________________________________________________

    " Look at the graph of the relationship.  Find the y-value of the point that corresponds to x = 1 .   That value is the unit rate. "

Answer:

a????

Step-by-step explanation:

sorry if I'm wrong might be b

Answer:

D

Step-by-step explanation:

It is x<2 which means x can not be 2, so it is a dotted line, then x is anything less than 2, so it is shaded to the left.

Answer: n=-5

Step-by-step explanation:

Answer:

N=-5

Step-by-step explanation:

N - 4 = 3n + 6

Add 4 to both sides

n-4+4=3n+6+4

Simplify

n=3n+10

subtract 3n from both sides

n-3n=3n+10-3n

Simplify

-2n=10

Divide -2 from both sides

-2n/-2=10/-2

Simplify

n=-5

Answer:

2 1/6 hours

Step-by-step explanation:

2 1/3 + 1 1/2 + x = 6

convert all mixed numbers to improper fractions

7/3 + 3/2 + x = 6/1

change all numbers to have a common denominator

14/6 + 9/6 + x = 36/6

combine like terms

23/6 + x = 36/6

subtract 23/6 from both sides

x = 13/6

convert improper fraction to mixed number

2 1/6

Point-slope form of the linear functions is like this :

[tex]y - y(point) = (slope) \times ( \: x - x(point) \: ) \\ [/tex]

[tex]y - 2 = \frac{3}{2}(x - 7) \\ [/tex]

So :

[tex]slope = \frac{3}{2} \\ [/tex]

And

Point = ( 7 , 2 )

_________________________________

And we're done.

Thanks for watching buddy good luck.

♥️♥️♥️♥️♥️

Answer:

9 hours

Step-by-step explanation:

Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. The value of 25×8.5 is less than 250. The correct option is B.

Multiplication is the process of multiplying, therefore, adding a number to itself for the number of times stated. For example, 3 × 4 means 3 is added to itself 4 times, and vice versa for the other number.

The value of 25×8.5 is needed to be calculated in order to know if the product is more than 250 or not. Therefore, the value of the 25×8.5 can be calculated as,

25×8.5

= 25 × (85/10)

= 2125/10

= 212.5

Since the value of the product of 25 and 8.5 is 212.5 which is less than 250. It can be calculated that the number is smaller than 250.

Hence, the value of 25×8.5 is less than 250.

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Answer:

Si se puede

Step-by-step explanation:

Answer:

-18

Step-by-step explanation:

-3 × 2 = -6

-6 × 3 = -18

Answer:

V≈84.82

Step-by-step explanation:

V=πr2h

Answer:

68

Step-by-step explanation:

85/10= 8.5 (sp he's running each km in 8.5 mins)

8.5x8= 68

Answer:

Step-by-step explanation:

            Given                  Parallel lines                     Converse

a. ∠13 ≅ ∠17                          a║c                  Corresponding angles

b. ∠4 ≅ ∠9                            d║e                  Exterior alternate angles

c. m∠20 + m∠21 = 180°        a║b                  Consecutive interior angles

d. ∠8 ≅ ∠19                                                    Vertical angles

e. ∠10 ≅ ∠23                         b║c                  Interior alternate angles

f.  m∠14 + m∠17 = 180°          a║c                  Consecutive interior angles

From the given diagram and information, it can be concluded that lines a, b, and c are parallel, and lines d and e are parallel.

The given lines in the diagram are a, b, c, d, and e.

a. It is given that the measure of angle 13 is equal to that of angle 17.

Now, these two angles are made by lines a, c, and d. Now, the angles are corresponding and equal, and hence, lines a and c will be parallel.

b. It is given that the measure of angle 4 is equal to that of angle 9.

These two angles are made by lines d, e, and b. Now, the angles are alternate exterior and equal, and hence, lines d and e will be parallel.

c. It is given that the sum of the measure of angles 20 and 21 is equal to 180 degrees.

These two angles are made by lines a, b, and e. Now, the angles are supplementary and their sum is 180 degrees, and hence, lines a and b will be parallel.

d. It is given that the measure of angle 8 is equal to that of angle 19.

These two angles are vertically opposite angles between lines a and e.

e. It is given that the measure of angle 10 is equal to that of angle 23.

These two angles are made by lines b, c, and e. Now, the angles are alternate interior and equal, and hence, lines b and c will be parallel.

f. It is given that the sum of the measure of angles 14 and 17 is equal to 180 degrees.

These two angles are made by lines a, c, and d. Now, the angles are supplementary and their sum is 180 degrees, and hence, lines a and c will be parallel.

Therefore, it can be concluded that lines a, b, and c are parallel, and the lines d and e are parallel.

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Answer:

A. ∆ABD ≅ ∆CDB by the SAS Postulate.

Step-by-step explanation:

You know lines AB and DC are congruent because of the lines on each. Additionally, angles B and D are congruent for the alternative interior angles rule and they also are marked as congruent in the image. Finally, DB is congruent to DB because of the reflexive property. So you have two sides and the included angle, this makes the SAS postulate true.

Answer:

the answer is A

Step-by-step explanation:

Answer:

y = -3x + 15

Step-by-step explanation:

9x + 3y = 15

subtract 9x from both sides of equation

3y = 15 - 9x

isolate y by dividing

y = 15 -3x

rewrite

y = -3x + 15

Answer:

The answer is y = -3x + 5

Step-by-step explanation:

I took the quiz and got it correct.

Answer:

87 cans left

Step-by-step explanation:

multiply.16 x 6 =96 then you subtract 9 and you get 87 cans

There are 87 cans of cola left.

An expression contains one or more terms with addition, subtraction, multiplication, and division.

We always combine the like terms in an expression when we simplify.

We also keep all the like terms on one side of the expression if we are dealing with two sides of an expression.

Example:

1 + 3x + 4y = 7 is an expression.

3 + 4 is an expression.

2 x 4 + 6 x 7 – 9 is an expression.

33 + 77 – 88 is an expression.

We have,

If there are 6 cans in a pack, and you bought 16 packs.

Total cans.

= 6 x 16

= 96 cans

If you drank 9 cans, then the number of cans left.

=  96 - 9

= 87 cans.

Therefore,

There are 87 cans of cola left.

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y = mx + b

6y = 3x - 24

2y = x - 8

y = [tex]\frac{1}{2}[/tex]x - 4

Answer:y = mx + b

6y = 3x - 24

2y = x - 8

y = x - 4

Step-by-step explanation:

Just took the test

Answer:

20=5(4)

Step-by-step explanation:

make it a linear function make the x-axis adults and the y-axis students and for every 1 adullt go up by 5 student

Answer:

40 degrees

Step-by-step explanation:

Answer:

40°F

Step-by-step explanation:

If you add 15 to -15 it's 0 and if you add another 15 that's 15 and if you add a 10 it brings it up to 25.

Answer:

3.95%

Step-by-step explanation:

An interest-bearing account paying a stated nominal or annual interest rate of 3.880% compounded monthly, would translate to an Annual Percentage Yield (APY) or Effective Annual Rate (EAR) of 3.95%. This means that $100.00 will grow to $103.95 ($103.95 rounded) after one year.

Given

The function is

[tex]f(x)=3\sqrt{x}[/tex]

The function g(x) transform by shifting f(x) right 3 units.

To find:

The function g(x).

Step-by-step explanation:

The translation is defined as

[tex]g(x)=f(x+a)+b[/tex]

where, a is horizontal shift and b is vertical shift.

If a>0, then the graph shifts a units left and if a<0, then the graph shifts a units right.

If b>0, then the graph shifts b units up and if b<0, then the graph shifts b units down.

The function f(x) shifts only 3 units right. So,

[tex]a=-3,b=0[/tex]

Now,

[tex]g(x)=f(x+(-3))+0[/tex]

[tex]g(x)=f(x-3)[/tex]

[tex]g(x)=3\sqrt{x-3}[/tex]               [tex][\because f(x)=3\sqrt{x}][/tex]

Therefore, the required function is [tex]g(x)=3\sqrt{x-3}[/tex].

Answer:

80% of 100

Step-by-step explanation:

25% of something is basically dividing it by 4, meaning 25% of 200 is 50,

While 80% of 100 is 80

A good way to memorize this is if youre taking anything as a percent of 100, get rid of a 0 on the 100, and put a decimal place in the number.

(e.g. 90% of 10 is 9. whereas 90% of 100 is 90)

Just remember which you're dealing with!

Hope this helps!

Answer:

Step-by-step explanation:

25% of 200 is

80% of 100 is

As 80 > 50,  

the second number is greater