Which integer is greater, -5 or -7 ?

Answer:

Move all terms that don't contain y to the right side and solve.y=4−6x/5

Step-by-step explanation:

Answer:

2.23

Step-by-step explanation:

tune able to find the area you should x one side by the other side to find the area 2.23 * 2.23 equals close to 5 square feet

Maxine's projected ending cash balance is $1,900.

What is the basic arithmetic operations?

The basic arithmetic operations are addition, subtraction, multiplication, and division.

Maxine's projected cash inflow from 20 sessions at $70 per session is:

20 sessions x $70/session = $1400

Her total projected cash inflow is therefore $1400.

Her projected cash outflow is $900 for rent and $600 for supplies, for a total of:

$900 + $600 = $1500

Her beginning cash balance is $2,000.

To calculate her projected ending cash balance, we need to subtract her projected cash outflow from her projected cash inflow and add her beginning cash balance:

Projected ending cash balance = Beginning cash balance + Projected cash inflow - Projected cash outflow

Projected ending cash balance = $2,000 + $1,400 - $1,500

Projected ending cash balance = $1,900

Therefore, Maxine's projected ending cash balance is $1,900.

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Answer: m = -5

Explanation: Linear equations can be written in the form y = mx + b

where the multiplier, m, represents the slope of the line and the b

represents the y-intercept of the line.

The slope is the coefficient of the x term which is -5.

So we say that m = -5.

Take a look below ↓

Answer:

1.6

Step-by-step explanation:

Answer:

1 1/4

Step-by-step explanation:

1 1/4 = 1.25

1.25x2=2.50

2.50 divided by 2=1.25

Answer:

X = 5

Step-by-step explanation:

To find the solution to a problem like this remember the order of PEMDAS.

According to pemdas parenthesis comes first, do you would solve for this part of the equation by multiplying the outer number by each side inside the parenthesis

Aka 3 × X and 3 × 1

This would make your new equation

3x + 3 = 18

Then, you would try to shorten the equation by removing or adding something to both sides.

In the given equation that would be subtracting 3 by either side, leaving over

3x = 15

Lastly, to find X you would divide 3x and 15

3 ÷ 15 = 5

Therefore X = 5

Answer:

x = 5

Step-by-step explanation:

1. First we need to simplify both sides of the equation.

( 3 )( x ) + ( 3 )( 1 ) = 18 Distribute the equation.

= 3x + 3 = 18

2. Now subtract 3 from both sides.

3x + 3 − 3 = 18 − 3

3x = 15

3.  Now divide both sides by 3.

3x/3 = 15/3

x = 5

Answer:

SACAN MÃ QR VÀ NHẬN CÂU TRẢ LỜI

VUI LÒNG ĐƯA TÔI Ở BRAINLIEST

Step-by-step explanation:

The probability that a student's score is less than 81 points on the reading ability test is 0.9772. We would expect approximately 489 students to earn a score less than 81 points if 500 students took the reading ability test. The probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

To find the probability that a student's score is less than 81 points, we need to standardize the score using the z-score formula:

z = (x - μ) / σ

where x is the student's score, μ is the mean score, and σ is the standard deviation. Plugging in the values, we get:

z = (81 - 65) / 8 = 2.00

Using a standard normal distribution table or calculator, we can find the probability of a z-score less than 2.00 to be approximately 0.9772. Therefore, the probability that a student's score is less than 81 points is 0.9772.

Since the distribution is normal, we can use the normal distribution to estimate the number of students who would earn a score less than 81. We can standardize the score of 81 using the z-score formula as above and use the standardized score to find the area under the normal distribution curve. Specifically, the area under the curve to the left of the standardized score represents the proportion of students who scored less than 81. We can then multiply this proportion by the total number of students (500) to estimate the number of students who would score less than 81.

z = (81 - 65) / 8 = 2.00

P(z < 2.00) = 0.9772

Number of students with score < 81 = 0.9772 x 500 = 489

Therefore, we would expect approximately 489 students to earn a score less than 81 points.

The distribution of the sample mean reading ability test scores is also normal with mean μ = 65 and standard deviation σ / sqrt(n) = 8 / sqrt(35) ≈ 1.35, where n is the sample size (number of students in the sample). To find the probability that the sample mean score is between 66 and 68, we can standardize using the z-score formula:

z1 = (66 - 65) / (8 / sqrt(35)) ≈ 0.70

z2 = (68 - 65) / (8 / sqrt(35)) ≈ 2.08

Using a standard normal distribution table or calculator, we can find the probability that a z-score is between 0.70 and 2.08 to be approximately 0.2190. Therefore, the probability of randomly selecting 35 students (all from the same class) that have a sample mean reading ability test score between 66 and 68 is approximately 0.2190.

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The value of s for the given value is 24.05.

Given is an equation v² = u²+2gs, we need to find the value of s if v = 25, u = 12 and g = 10,

So,

25² = 12² + 2(10)s

625 = 144 + 20s

20s = 481

s = 24.05

Hence the value of s for the given value is 24.05.

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The equivalent system of equations that would guarantee a solution of (3,-1) are

The system of equations is given as:

px +qy =r

fx + gy = h

Add both equations

(p + f)x + (q + g)y = r + h

Multiply the second equation by a constant (say 5)

5fx + 5gy = 5h

Multiply the first equation by a constant (say 2)

2px + 2qy = 2r

The combination of any of the above equations to the given equation would guarantee a solution of (3,-1)

Hence, the equivalent system of equations are (a), (d) and (e)

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Answer:

Alia=28

Huda=12

Step-by-step explanation:

Let the constant of proportionality be x

Hence, no. of sweets Alia had initially = 7x

No. of sweets Huda had initially = 3x

No. of sweets Alia has now= 7x-3

No. of sweets Huda has now= 3x+3

We know that, the ratio of the no. of sweets Alia has now to no. of sweets Huda has now = 5:3

Hence,

\((7x-3) : (3x+3)=5:3\\By\ equalizing\ the\ ratios,\ we\ get,\\ 3(7x-3)=5(3x+3)\\21x-9=15x+15\\21x-15x=15+9\\6x=24\\x=4\)

As we now got the constant of proportionality to be 4,

No. of sweets Alia had initially = 7*4=28

No. of sweets Huda had initially= 3*4=12

Given parameters:

Original ratio number of sweets of Alia to Huda = 7:3

Final ratio  = 5:3

Alia gives 3 sweets

Huda receives 3 sweets

To solve this problem, we have to derive an algebraic equation.

Let us assume that the total number of sweets = x

  So;

  The ratio originally is;

                               7x : 3x

Alia has 7x sweets

Huda has 3x

Now Alia has (7x -3)sweets after giving out 3

        Huda has (3x + 3)sweets after receiving 3

So;

           7x -3  :  3x + 3  = 5 : 3

                    \(\frac{7x - 3}{3x + 3} = \frac{5}{3}\)

       3(7x -3) = 5(3x + 3)

       21x - 9  = 15x + 15

       21x -15x = 15 + 9

          6x  = 24

            x = 4

Initially, Alia has 7x sweets  = 7 x 4  = 28 sweets

             Huda has 3x sweets = 3 x 4  = 12 sweets

Therefore, Alia has 28 sweets and Huda 12 sweets initially.

Answer:

\(6(x + 2) > x - 3\)

\(6x + 12 > x - 3\)

\(6x - x > - 12 - 3\)

\(5x > - 9\)

\(3 + 4 \times 2(1 + 2x)\)

\(3 + 8(1 + 2x)\)

\(3 + 8 + 16x\)

\(11 + 16x\)

\( - 2(x + 6)x - 9 < 3(x - 3)\)

\( - 2( {x}^{2} + 6x) - 9 < 3x - 9\)

\( - 2 {x}^{2} - 12x - 9 < 3x - 9\)

The growth of yeast cultures in a medium typically exhibits logarithmic growth.

In logarithmic growth, the population size increases exponentially over time, meaning that the growth rate is proportional to the current population size.

This results in a characteristic J-shaped curve when the population size is plotted against time.

During the early stages of yeast culture growth, there is a lag phase where the population adjusts to the new environment and begins to adapt and reproduce.

Following this phase, yeast cells enter the exponential or logarithmic growth phase, where the population size increases rapidly.

The growth rate is high during this phase as each yeast cell divides and produces new cells, leading to a doubling of the population within a specific time frame.

Logarithmic growth eventually reaches a stationary phase, where the growth rate slows down, and the population stabilizes.

This occurs when the available nutrients in the medium start to become limited or when waste products accumulate, creating an unfavorable environment for further growth.

Therefore, the growth of yeast cultures in a medium shows logarithmic growth.

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Answer:

um all you do is multiply 21 as the length by 14 was the width (LxW)  

Step-by-step explanation:

=294 is your answer    I think ...

2. The exact value of sin (185° - 65°) is (√3/2)(cos (65°)) - (1/2)(sin (65°)).

3. The exact value of tan 255° is (1/√3 - √3)/2.

The sine function has a range of values between -1 and 1, and it is a periodic function that repeats every 2π radians or 360 degrees.

We can use the difference identity for sine to find the exact value of sin (185° - 65°):

sin (185° - 65°) = sin 185° cos 65° - cos 185° sin 65°

Since sin (180° + x) = -sin x and cos (180° + x) = -cos x to simplify the expression:

sin (185° - 65°) = sin (120°) cos (65°) + cos (120°) sin (65°)

= (√3/2)(cos (65°)) + (-1/2)(sin (65°))

= (√3/2)(cos (65°)) - (1/2)(sin (65°))

Therefore, the exact value of sin (185° - 65°) is (√3/2)(cos (65°)) - (1/2)(sin (65°)).

Here,

tan 255° = tan (225° + 30°)

Using the tangent sum identity, we get:

tan (225° + 30°) = (tan 225° + tan 30°)/(1 - tan 225° tan 30°)

Since tan 225° = tan (225° - 180°) = tan (-45°) = -1 and tan 30° = (√3)/3, we can substitute these values:

tan 255° = (-1 + (√3)/3)/(1 + 1/√3)

Simplifying the denominator by rationalizing the denominator, we get:

tan 255° = (-1 + (√3)/3)/(√3 + 1)

Multiplying the numerator and denominator by (√3 - 1), we get:

tan 255° = [(-1 + (√3)/3)(√3 - 1)]/[(√3 + 1)(√3 - 1)]

= [(√3 - 1 - 1 + 1/√3)]/(2)

= [√3 - 2 + 1/√3]/2

= (1/√3 - √3)/2

Therefore, the exact value of tan 255° is (1/√3 - √3)/2.

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The range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

To measure the amount of money college students spend on rent per month, the most appropriate measure of spread would be the range. The range is the simplest measure of spread and is calculated by subtracting the lowest value from the highest value in a data set. In this case, the range would be $1,300 - $300 = $1,000.

The median would not be the best choice in this scenario because it only represents the middle value in a data set. It does not take into account extreme values like the $1,300 rent expense.

Standard deviation would not be the most appropriate measure of spread in this case because it calculates the average deviation of each data point from the mean. However, it may not accurately represent the spread when extreme values like the $1,300 rent expense are present.

The interquartile range (IQR) would not be the best choice either because it measures the spread of the middle 50% of the data set. It does not consider extreme values and would not accurately represent the range of rent expenses in this scenario.

In summary, the range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

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Answer:

10x+2x-1 i guess ??

Step-by-step explanation:

Therefore, Anthony's statement is correct as two fractions that are the same distance away from a benchmark fraction are equal. For example, 3/4 and 1/4 both equal 1/2 + 1/4 when the benchmark fraction is 1/2. However, the statement is wrong as 2/9 and 5/9 are not equal when the benchmark fraction is 1/3.

Anthony's statement is correct. For example, if we take the benchmark fraction of 1/2, and the fractions 3/4 and 1/4, both are the same distance away from the benchmark fraction. Therefore, using Anthony's statement, 3/4 = 1/2 + 1/4 and 1/4 = 1/2 - 1/4. On the other hand, if we take the benchmark fraction of 1/3 and the fractions 2/9 and 5/9, both are not the same distance away from the benchmark fraction. This proves Anthony's statement wrong as 2/9 and 5/9 are not equal even though they are not the same distance away from the benchmark fraction.


Therefore, Anthony's statement is correct as two fractions that are the same distance away from a benchmark fraction are equal. For example, 3/4 and 1/4 both equal 1/2 + 1/4 when the benchmark fraction is 1/2. However, the statement is wrong as 2/9 and 5/9 are not equal when the benchmark fraction is 1/3.

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The correct interpretation of a bleach and water solution with a 2:3 ratio would be option B: 2 cups of bleach and 3 cups of water.

A bleach and water solution with a 2:3 ratio means that for every 2 parts of bleach, there should be 3 parts of water. This ratio is typically expressed in terms of volume or quantity.

To understand this ratio, let's break it down using different units:

A. 1/3 part bleach and 2/3 part water:

If we consider 1/3 part bleach, it means that for every 1 unit of bleach, there should be 2 units of water. However, this does not match the given 2:3 ratio.

B. 2 cups of bleach and 3 cups of water:

If we consider cups as the unit of measurement, this means that for every 2 cups of bleach, there should be 3 cups of water. This matches the given 2:3 ratio, making it a valid interpretation.

C. 3 cups of bleach and 2 cups of water:

If we consider cups as the unit of measurement, this means that for every 3 cups of bleach, there should be 2 cups of water. However, this interpretation does not match the given 2:3 ratio.

Based on the given options, the correct interpretation of a bleach and water solution with a 2:3 ratio would be option B: 2 cups of bleach and 3 cups of water.

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Answer:

The sequence can be continued by adding 7 to each number.

Step-by-step explanation:

15 + 7 = 22

22 + 7 = 29

29 + 7 = 36

36 + 7 =...... 43 would be your next number

Using continuous compounding, it is found that he will have $3,615.84 in the account after two years.

The amount of money in an account that uses continuous compounding, after t years, is given by:

\(A(t) = A(0)(1 + r)^t\)

In which:

In this problem:

Then, after 2 years, we have t = 2, hence:

\(A(t) = A(0)(1 + r)^t\)

\(A(2) = 3100(1 + 0.02)^2 = 3615.84 \)

He will have $3,615.84 in the account after two years.

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Answer:

number first is the answer

\(\mathfrak{\huge{\orange{\underline{\underline{AnSwEr:-}}}}}\)

Actually Welcome to the Concept of the functions.

According to the power of the functions, positive power is more than the negative one hence, for any value of x, the value of function y is always positive.

Hence the answer is option D.)

===>

x==> - infinite, y => infinite and x=> infinte, y=> infinite

Answer:

without

Step-by-step explanation:

Anything without a decimal is greater than something that does.

Answer:

without

Step-by-step explanation:

If it has no decimal, it is greater than a number with a decimal. The answer is without.

Answer:

-4x

Step-by-step explanation:

Lets analyze the expression:

\(19x-23x\)

These two are like terms, which means we can combine them. Lets subtract both of them.

\(-4x\)

Divide the amount you paid by the percentage:

4.80 / 0.80 = 6

The original cost was $6.00

Answer:

Divide the amount you paid by the percentage to get the full percentage of the answer

4.80 / 0.80 = 6

The original cost was $6.00

To make sure your answer is correct do 4.80/6 = 0.80

Also do 0.80 multiplied by 6 = 4.80. do you see the rhythm, it’s a loop a correct one :)

Step-by-step explanation:

a. Inductive Reasoning: The statement "I see fireflies in my backyard every summer" is based on observations and generalizing from past experiences.

b. Deductive Reasoning: The statement "If A = B and B = A" is an example of a logical deduction.

a. Inductive Reasoning: The statement "I see fireflies in my backyard every summer" is an example of inductive reasoning. By observing fireflies in the backyard during past summers, a pattern or trend is recognized. This pattern leads to the generalization that fireflies are likely to appear in the backyard during summer. Inductive reasoning involves drawing conclusions based on repeated observations and generalizing from those observations to make a prediction about future events. Therefore, when stating, "This summer, I will probably see fireflies in my backyard," it is an application of inductive reasoning, relying on the assumption that the pattern observed in the past will continue in the future.

b. Deductive Reasoning: The statement "If A = B and B = A" exemplifies deductive reasoning. Deductive reasoning relies on established rules, principles, or premises to draw logical conclusions. In this case, the statement refers to the concept of equality in mathematics. The principle of equality states that if A is equal to B, and B is equal to A, then they are interchangeable and represent the same value. Deductive reasoning allows us to deduce that A and B are equivalent based on the given premise. It involves applying logical reasoning and established principles to arrive at a specific conclusion.

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Answer:

A2 = 120

A3 = 60

A5 = 60

A6 = 120

Step-by-step explanation:

Angle 1 and 2 are supplementary, so A2 = 180 - 60, which is 120.

Angle 1 and 3 are vertical angles, which are always the same measure.

Angle 5 is alternate interior angles with 3, which means it is also 60.

Angle 6 is alternate interior angles with 4, which means it is 120.