Solving both equations individually, we derive n = -5 from the first and n < 2 from the second. No common solution exists due to the nature of these equations.
Explanation:This problem involves two separate equations where you’re asked to find the value of n that satisfies both. We solve this by treating each equation individually.
First equation: -1 + 5n = -26
To resolve for n we can simply add '1' to both sides, which result in: 5n = -25. Then divide both sides by '5' to isolate n, implying n = -5.
Second equation: 7n - 2 < 12
We will apply the same logic and add '2' to both sides, which gives 7n < 14. Afterwards, dividing through by '7', which gives us n < 2.
From these two solutions, there is no value of n that validates both equations simultaneously.
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What is assumed mean
Answer: as·sume
verb
past tense: assumed; past participle: assumed
1.
suppose to be the case, without proof.
"it is reasonable to assume that such changes have significant social effects"
synonyms: presume, suppose, take it, take for granted, take as read, take it as given, presuppose, conjecture, surmise, conclude, come to the conclusion, deduce, infer, draw the inference, reckon, reason, guess, imagine, think, fancy, suspect, expect, accept, believe, be of the opinion, understand, be given to understand, gather, glean; More
2.
take or begin to have (power or responsibility).
"he assumed full responsibility for all organizational work"
synonyms: accept, shoulder, bear, undertake, take on, take up, take on oneself, manage, handle, deal with, get to grips with, turn one's hand to
"the children are to assume as much responsibility as possible"
seize (power or control).
"the rebels assumed control of the capital"
synonyms: seize, take, take possession of, take over, take away, appropriate, commandeer, expropriate, confiscate, requisition, hijack, wrest, usurp, preempt, arrogate to oneself, help oneself to, claim, lay claim to
"Edward I used the conflict to assume control of Scotland"
Step-by-step explanation:
suppose to be the case, without proof.
"I assumed you were done with the dishes"
Please help fast I'll let you know if u got it right:)
Answer:
the answer is 15 to the nearest tenth
Answer:
add all the points together like
1+3+4+6+6+7+7+7+8+8+8+8+9+9+9+15= 115
the divide by the total number of elements we have. as so
115÷16= 7.18
rounding that to the nearest tenth is going to 7.2
Step-by-step explanation:
hope this helps
correct me if I'm wrong
The following box plot shows the number of years during which 24 schools have participated in an interschool swimming meet:
A box and whisker plot is drawn using a number line from 0 to 10 with primary markings and labels at 0, 5, 10. In between two primary markings are 4 secondary markings. The box extends from 1 to 6 on the number line. There is a vertical line at 3.5. The whiskers end at 0 and 8. Above the plot is written Duration of Participation. Below the plot is written Years.
At least how many schools have participated for 1 year or less?
6 schools
8 schools
12 schools
14 schools
Please explain, best answer and explanation gets brainliest
Answer:
The answer is 6 schools.
In a box and whisker plot, every piece of whisker or box represents 25% of the whole number of schools.
The schools participated 1 year or less are represented by the left part of the whisker. Which stands for 25%.
BOOM
Step-by-step explanation:
On analyzing the boxplot, we find that 6 schools have participated for 1 year or less.
What is a boxplot?A boxplot is a standardized way of displaying the distribution of data based on a five number summary (minimum, first quartile (Q1), median, third quartile (Q3), and maximum).
The box extends from 1 to 6 on the number line. This implies first quartile (Q1) = 1 and third quartile (Q3) = 6.
There is a vertical line at 3.5, median = 3.5.
The whiskers end at 0 and 8, i.e., minimum = 0 and maximum = 8.
Since, Q1 = 1, this implies 25% of the schools participated for 1 year or less.
(First quartile (Q1) is the value under which 25% of data points are found when they are arranged in increasing order.)
Number of schools that have participated for 1 year or less = 25% of 24 = [tex]\frac{25}{100} * 24 = 6[/tex]
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The function c(f) = 5/9 (f-32) allows you to convert degrees to Fahrenheit to degrees Celsius. Find the inverse of the function so that you can convert degrees Celsius back to degrees Fahrenheit
For this case we have the following function:
[tex]c (f) = \frac {5} {9} (f-32)[/tex]
We must find the inverse function. For this we follow the steps below:
Replace c (f) with y:
[tex]y = \frac {5} {9} (f-32)[/tex]
We exchange variables:
[tex]\frac {5} {9} (y-32) = f[/tex]f = \frac {5} {9} (y-32)
We solve for "y":
[tex]\frac {5} {9} (y-32) = f[/tex]
We multiply by[tex]\frac {9} {5}[/tex]on both sides of the equation:
[tex]y-32 = \frac {9} {5} f[/tex]
We add 32 to both sides of the equation:
[tex]y = \frac {9} {5} f + 32[/tex]
We change y by[tex]c^{ -1} (f):[/tex]
[tex]c^{-1} (f) = \frac {9} {5} f + 32[/tex]
Answer:
[tex]c^{-1} (f) = \frac {9} {5} f + 32[/tex]
Answer:
[tex]f(c)=\frac{9}{5}c+32[/tex]
Step-by-step explanation:
Given function that is used to convert degrees to Fahrenheit to degrees Celsius,
[tex]c(f)=\frac{5}{9}(f-32)[/tex]
Let y represents the output value of the function and x represents the input value,
[tex]y=\frac{5}{9}(x-32)[/tex]
Switch x and y,
[tex]x=\frac{5}{9}(y-32)[/tex]
Isolate y,
[tex]9x=5(y-32)[/tex]
[tex]\frac{9}{5}x=y-32[/tex]
[tex]\implies y = \frac{9}{5}x+32[/tex]
[tex]\implies f(c)=\frac{9}{5}c+32[/tex]
Which is the required function.
What is on a graphY<7
in short, we simply graph her countertpart of y = 7, and then we test a point for "true" or "false" for that region.
say for example the point ( 3, 5 ), meaning x = 3, y = 5
y < 7
5 < 7
is that really true? 5 smaller than 7? yeap, so that region is the "true" region, and is the region we shade.
the line in the graph is a dashed one, because it does NOT include the points at the border, y < 7, "y" is less, not equals to, but less than 7.
Check the picture below.
I'm sorry but there is no graph, If you could put up the graph I can answer. Thank You!
thirty-five maths majors, 33 music majors, and 45 history majors are randomly selected from 251 math majors, 518 music majors 332 history majors at the state university
identify the type of sampling (simple random sample, cluster, stratified, convenience, systematic
The scenarios provided represent different types of sampling methods, such as stratified, cluster, simple random, and systematic, based on how the samples are selected from the population.
Explanation:The type of sampling can be determined based on how the samples are chosen from the population. Here, we discuss different sampling methods using the provided scenarios.
Stratified sampling is used when the soccer coach selects players from different age groups to form a team. Each age group is a stratum.Cluster sampling takes place when a pollster interviews all human resource personnel in a few high tech companies. Each company is a cluster.When a high school educational researcher interviews an equal number of female and male teachers, this is an example of stratified sampling as well.The high school principal who polls an equal number of students from each grade level utilizes stratified sampling.A sample of high school students chosen by first organizing by class and then selecting an equal number from each also exemplifies stratified sampling.If a completely random method is used to select students giving each one the same chance of being chosen, this represents simple random sampling.When selecting a sample proportionate to class standings in a college, and drawing from each class based on their representation in the total population, stratified sampling is again used.Using a random number generator to select every 50th student from an alphabetical list represents systematic sampling.Function f is represented by the equation shown.
f(x)=x^2-4x+3
Function g has a vertex at (1,3) and the parabola opens downwards.
Which statement is true?
A.
The y-intercept of function f is greater than the y-intercept of function g.
B.
The y-intercept of function f is less than the y-intercept of function g.
C.
The minimum of function f is at (-4,3).
D.
The minimum of function g is at (1,3).
Answer:
[tex]\boxed{\text{A. The y-intercept of function f is greater than the y-intercept of function g}}[/tex]
Step-by-step explanation:
A. y-Intercept of ƒ(x)
ƒ(x) = x² - 4x + 3
f(0) = 0² - 4(0) + 3 = 0 – 0 + 3 = 3
The y-intercept of ƒ(x) is (0, 3).
If g(x) opens downwards and has a maximum at y = 3, it's y-intercept is less than (0, 3).
Statement A is TRUE.
B. y-Intercept of g(x)
Statement B is FALSE.
C. Minimum of ƒ(x)
ƒ(x) = x² - 4x + 3
a = 1; b = -4; c = 3
The vertex form of a parabola is
y = a(x - h)² + k
where (h, k) is the vertex of the parabola.
h = -b/(2a) and k = f(h)
h = -b/2a = -(-4)/(2×1 = 2
k = f(2) = 2² - 4×2 + 3 =4 – 8 +3 = -1
The minimum of ƒ(x) is -1. The minimum of ƒ(x) is at (2, -1).
Statement C is FALSE.
D. Minimum of g(x)
g(x) is a downward-opening parabola. It has no minimum.
Statement D is FALSE
Which function has only one x-intercept at (-6, 0)?
f(x) = x(x - 6)
Of(x) = (x - 5)(x-6)
f(x) = (x + 6)(x - 6)
f(x) = (x + 6) (x + 6)
b) Work out (6 * 10^2) /(3 x 10^-5)
Give your answer in standard form.
The result of the calculation (6 * 10^2) / (3 x 10^-5) is 2 x 10^7, when written in standard form.
Explanation:To solve the equation (6 * 10^2) / (3 * 10^-5), we first simplify both sides. 6 * 10^2 equates to 600, and 3 x 10^-5 equates to 0.00003. Therefore, we are left with the simple division: 600 / 0.00003.
To divide these two numbers, you would get a result of 20000000. However, the problem asks for the answer in standard form. Standard form is a way of writing numbers that are too large or too small to be conveniently written in decimal form. In standard form, 20000000 is represented as 2 x 10^7.
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can you find x for the following equation?
7x+12=3(5x-12)
7x + 12 = 3(5x - 12)
Step 1: Distribute the 3 to the numbers in the parentheses (5x and -12)
7x + 12 = (3 × 5x) + (3 × (-12))
7x + 12 = 15x + (-36)
Step 2: Combine like terms
x's go with x's (7x and 15x)
Subtract 7x to both sides
(7x - 7x) + 12 = (15x - 7x) + (-36)
(0) + 12 = 8x - 36
12 = 8x - 36
Normal numbers go with normal numbers
Add 36 to both sides
12 + 36 = 8x + (-36 + 36)
48 = 8x
Step 3: Isolate x by dividing 8 to both sides
48/8 = 8x/8
6 = x
Hope this helped!
Answer:
x = 6
Step-by-step explanation:
Eliminate parentheses using the distributive property.
7x +12 = 15x -36
You have x-terms and constants on both sides of the equal sign. One way to approach this is to find the x-term with the least coefficient (it is 7x) and subtract everything on that side of the equation.
(7x +12) -(7x +12) = (15x -36) -(7x +12)
Simplify, also known as "collect terms."
0 = 8x -48
Now, divide by the coefficient of x: 8.
0 = x -6
Add the opposite of the constant: 6.
6 = x
__
Alternate solution
By looking for the x-term with the smallest coefficient, we get a positive result when we subtract that term. If we were to subtract 15x from both sides of the equation, it would be ...
-8x +12 = -36 . . . . . . . with a negative x-coefficient
You can still work the problem this way, but it can introduce errors if you're not careful with signs. To finish this, we would subtract 12 to get the x-term by itself:
-8x = -48
Then we would divide by the x-coefficient, -8.
x = -48/-8 = 6 . . . . . same solution; same number of steps
_____
Whenever you add, subtract, multiply, divide, you do the same thing to both sides of the equation.
These prisms are similar. Find the volume of the larger prism in decimal form. Need help please.
Answer:
518.4 in³
Step-by-step explanation:
The ratio of the sides of the prisms = 5 : 6, hence
the ratio of their volumes = 5³ : 6³ = 125 : 216
let x be the volume of the larger prism then by proportion
[tex]\frac{125}{300}[/tex] = [tex]\frac{216}{x}[/tex] ( cross- multiply )
125x = 216 × 300 ( divide both sides by 125 )
x = [tex]\frac{216(300)}{125}[/tex] = 518.4
The volume of the larger prism is 518.4 in³
The sum of a and b is equal to 24. Let b = 11. Which equation can be used to find the value of a?
Answer: 24-11=a
Step-by-step explanation:
6 consecutive integers starting with 3
the set of 6 consecutive integers starting with -3:
{ -3,-2,-1,0,1,2 }
Answer:
Step-by-step explanation:
let :
x , x+1 , x +2 , x + 3 , x+4 , x+5 ....... ( 6 consecutive integers )
x +( x+1 ) + (x +2) + (x + 3)+ (x+4) + ( x+5) = - 3
6x+16 = - 3
6x = - 3 - 16
6x = - 18
x v= -18/6
x = - 3
6 consecutive integers are : -3 ; - 2 ; - 1 ; 0 ; 1 ; 2
Is the following number rational or irrational?
\sqrt{99}
(Choice A)
Rational
(Choice B)
Irrational
Answer:
B. Irrational.
Step-by-step explanation:
√99 is irrational.
Its value just below 10 as √100 = 10.
math algebra Please help pick the best answer please
[tex]\bf \cfrac{4}{~~\frac{1}{4}-\frac{5}{2}~~}\implies \cfrac{\frac{4}{1}}{~~\frac{1}{4}-\frac{5}{2}~~}\implies \cfrac{\frac{4}{1}}{~~\frac{(1)1-(2)5}{4}~~}\implies \cfrac{\frac{4}{1}}{~~\frac{1-10}{4}~~}\implies \cfrac{\frac{4}{1}}{~~\frac{-9}{4}~~} \\\\\\ \cfrac{4}{1}\cdot \cfrac{4}{-9}\implies \cfrac{-16}{9}[/tex]
Will mark BRAINLIEST! Help me!
Answer:
The answer is 5 people.
Step-by-step explanation:
.25 * 20 people surveyed = 5.
Order the numbers from least to greatest 2 -5 and 1
Hello!
LEAST TO GREATEST-5 1 2
What is the domain and range of f(x)= x^2 + 4x - 21
Answer:
The domain is all real numbers.
The range is y ≥ −25
Step-by-step explanation:
The equation has no domain restrictions.
What is the value of x in the equation 2(x+3)=4(x-1)
Step 1: Distribute the 2 to numbers and variables inside parentheses
(2 × x) + (2 × 3) = 4 (x - 1)
2x + 6 = 4 (x - 1)
Step 2: Distribute the 4 to numbers and variables inside parentheses
2x + 6 = (4 × x) + ( 4 × - 1)
2x + 6 = 4x+ (-4)
2x + 6 = 4x- 4
Step 3: Combine like terms (x's go with x's) by subtracting 2x to both sides
(2x - 2x) + 6 = (4x - 2x) - 4
6 = 2x - 4
Step 4: Combine like terms by adding 4 to both sides
6 + 4 = 2x - 4 + 4
10 = 2x
Step 5: Isolate x by dividing 2 to both sides
10 ÷ 2 = 2x ÷2
5 = x
x = 5
To check: plug 5 into all the x's of the equation
2(x+3)=4(x-1)
2(5+3)=4(5-1)
2(8) = 4(4)
16 = 16
Hope this helped!
Answer:5
Step-by-step explanation:
Write the quadratic function
General vertex formula is
(X-h)^2 +k=y
where (h,k) is the vertex
X^2 +6X+14=y
X^2 +6x +9 +14-9=y
Answer is :
(X+3)^2 +5=y
If volume is 325m to the power of 3,
Find x
Answer:
13/6
Step-by-step explanation:
volume=length*width*height
so
325m^3=10*15*x
325=150x
x=2.16666666 or 325/150
35 POINTS PLEASE HELP
Find the Least Common Multiple (LCM) of the denominator in order to find the Least Common Denominator (LCD).
LCM = 6/5 * (x^2y^2)
Answer = B. 10x^2y^2
Answer:
Your answer is option B. 10x^2y^2
Step-by-step explanation:
Firstly, Find the Least Common Multiple of the denominator.
Then you'll get your Least Common Denominator.
You'll get LCM as :
LCM = 6/5 * ( x^ 2y ^2 )
Your answer you'll get is 10x^2y^2
Beth is making fruit salad. She adds 5 grapes for every 2 strawberries. If she uses 16 strawberries, how many grapes will she use?
A.
10
B.
160
C.
80
D.
40
Answer:
D
Step-by-step explanation:
Well, we know that for every 2 strawberries are 5 grapes.
What times 2 is 16? 8.
so, it would be 40 grapes.
(This is now making me hungry.)
Select the correct answer.
Which operation should be performed first for calculations involving more than one arithmetic operation?
A. parentheses
В. exponents
C.multiplication
D.division
Answer:
parenthesis
Step-by-step explanation:
A common technique that is being used in solving with several arithmetic operations is the PEMDAS. It stands for "Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction". It is the order to be followed when calculating involving more than one arithmetic operation.
The correct first operation to perform in a calculation involving multiple arithmetic operations is parentheses, as per the order of operations, known as PEMDAS or BEDMAS.
The correct operation that should be performed first for calculations involving more than one arithmetic operation is parentheses. According to order of operations, the sequence you would follow is: Parentheses (or grouping symbols), Exponents, Multiplication and Division (from left to right), and finally Addition and Subtraction (from left to right). This is also commonly remembered by the acronym PEMDAS in the American system or BEDMAS in the Canadian system, indicating the sequence: Parentheses/Brackets, Exponents, Multiplication/Division, and Addition/Subtraction.
the base and hight is 5 and 5
Tariq also designs hot tubs. The diameter of the hot tub is 3 meters. What is the area of the deck that surrounds the hot tub? If necessary, round to the nearest tenth.
3.3 m2
7.1 m2
17.9 m2
18.8 m2
Answer:
The area of the deck that surrounds the hot tub is 17.9 m².
Step-by-step explanation:
Base of deck = 5 m
Height of deck = 5 m
Area of deck = base*height
= 5*5
= 25 m²
A circular hot tub is placed in the deck whose diameter is 3 m.
Radius = diameter/2
= 1.5 m
Area of the circular hot tub = πr²
= 3.14*(1.5*1.5)
= 7.07 m²
Area of the deck that surrounds the hot tub = Area of deck - Area of tub
= 25 - 7.07
= 17.93 m²
= 17.9 m²
Answer:
17.9
Step-by-step explanation:
A.3.3
B.7.1
C.17.9
D.18.8
if y=-3x, find x's and y's value in 4x-2y=-20
Answer:
x=-2
Step-by-step explanation:
Answer:
x = - 2
y = 7
Step-by-step explanation:
4x - 2y = - 20
Now substitute - 3x for y.
4x - 2(-3x) = -20 combine the xs in the brackets
4x + 6x = - 20 Make the addition
10x = - 20 Divide by 10
x = - 20/10 Do the division
x = - 2
===============
3x - 2y = - 20 Put - 2 in for x
3(-2) - 2y = - 20 remove the brackets
- 6 - 2y = - 20 Add 6 to both sides
-2y = - 20 + 6 Combine
-2y = - 14 Divide by - 2
y = - 14/-2
y = 7
Simplify the following algebraic expression 3/4(1/2x-12)+4/5
ANSWER
[tex] \frac{15x - 328}{40} [/tex]
EXPLANATION
The given expression is
[tex] \frac{3}{4} ( \frac{1}{2} x - 12) + \frac{4}{5} [/tex]
We expand to obtain;
[tex] \frac{3}{8} x - 9+ \frac{4}{5}[/tex]
The least common denominator is 40
[tex] \frac{15x - 360 + 32}{40} [/tex]
This simplifies to:
[tex] \frac{15x - 328}{40} [/tex]
Answer:
That’s wrong
Step-by-step explanation:
Which number line shows the solution to 4 + (-4)
The answer is the third one because the answer to 4-4 is 0.
The Number line which shows the solution 4 + (-4) is the third number line.
The solution to the statement 4 + (-4) is correctly given by the third number line.
The solution given by plot 1 is : (-4) + (-4) as both arrows points 4 units to the left.
The solution given by plot 2 is : ( 4 + 4) as both arrows points 4 units to the right.
The solution given by plot 3 is (4) + (-4) as one arrow points 4 units to the left and the other points 4 units to the right.
The solution given by the plot 4 is (-4 + 8) as one arrow points 4 units to the left and the other points 8 units to the right.
Therefore, the Number line which shows the solution 4 + (-4) is the third number line.
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The axis of symmetry for the function f(x) = −x2 − 10x + 16 is x = −5. What are the coordinates of the vertex of the graph?
Answer:
The coordinates of the vertex are (-5, 41)
Step-by-step explanation:
For a quadratic function of the form
[tex]f(x) = ax ^ 2 + bx + c[/tex]
Where a, b and c are constants and represent the coefficients of the function, then the symmetry of the parabola always passes through its vertex.
In this case we have the following parabola
[tex]f (x) = -x2 - 10x + 16[/tex]
And we know that its axis of symmetry is the line [tex]x = -5[/tex]
Then we know that this axis of symmetry passes through the vertex of the parabola.
Therefore, the x coordinate of the vertex is -5.
To find the coordinate in y of the vertex, we substitute x = -5 in the function.
[tex]f (-5) = -(- 5) ^ 2 -10 (-5) +16\\\\f (-5) = 41[/tex]
Finally, the vertices are in the point (-5, 41).
help quick. One car traveled 220 miles and drove 10 mph hour slower than a second car which drove 260 miles. If the cars were traveling for the same time, how fast was the first car traveling?
65 mph
75 mph
55 mph
85 mph
Answer:
55mph
Step-by-step explanation:
car A distance, d1= 220
car b distance, d2= 260
speed of car A, s1= speed of car B- 10
let speed of car B be s2
s1= s2-10
speed = distance/time
time= distance/speed
As time of car A= time of car B
distance of Car A/speed of Car A=distance of Car B/speed of Car B
220/s2-10= 260/s2
s2=(s2-10)260/220
s2=65
s1= s2- 10
= 65-10
=55
hence speed of first car is 55mph !
Answer: 55 mph
Step-by-step explanation: