If y varíes directly as x, and y es 48 when x is 6? Which expression can be used to find the value of y when x is 2? Pleaseeee!!

Answer: -14/5

Step-by-step explanation:

24 ⅗ + 43 x (8 ⅕ - 2)

= 72/5 + 43 * (8/5 - 2)

= 72/5 + 43 * (8 - 10/5)

= 72/5 + 43 * (-2/5)

= 72/5 - 86/5

= -14/5

Answer: x=1

Step-by-step explanation:

(X+5)-2(4x-1)=0

(-2•4x) (-2•-1)

X+5-8x+2=0

X-8x+5+2=0

(5+2)=7

X-8x=-7

-7x= -7

X=1

Simplifying the given expression (x +5) -2(4x-1)=0 we get the solution of this expression is x = 1.

A relation between a collection of inputs and outputs is known as a function. A function is, to put it simply, a relationship between inputs in which each input is connected to precisely one output.

The given expression,

(x +5) -2(4x-1)=0

Distributing the number inside the bracket we get,

x + 5 - 8x + 2 =0

Simplifying the like terms,

-7x + 7 = 0

Subtract 7 on both sides,

-7x = -7

Divide by -7 on both sides we get,

x = 1

Hence,

The solution of the expression is x = 1.

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Answer:

rtetrt343444

Step-by-step explanation:

rewrew

Mrs. Lin needs a total of [tex]6 \frac{13}{24} \text{ yards}[/tex] yards of fabric for all the costumes.

To find out how much fabric Mrs. Lin needs for all the costumes, we need to calculate the total yardage required for each type of costume and then sum them up.

Given:

- Bear costume requires 2 1/4 yards.

- Lion costume requires 1 2/3 yards.

- Zebra costume requires 2 5/8 yards.

Let's calculate the total yardage required for each type of costume:

1. Bear costume:

[tex]\[ \text{Yardage for bear} = 2 \frac{1}{4} \text{ yards} \][/tex]

2. Lion costume:

[tex]\[ \text{Yardage for lion} = 1 \frac{2}{3} \text{ yards} \][/tex]

3. Zebra costume:

[tex]\[ \text{Yardage for zebra} = 2 \frac{5}{8} \text{ yards} \][/tex]

Now, let's convert all these mixed numbers into improper fractions:

1. Bear costume:

[tex]\[ \text{Yardage for bear} = 2 + \frac{1}{4} = \frac{8}{4} + \frac{1}{4} = \frac{9}{4} \text{ yards} \][/tex]

2. Lion costume:

[tex]\[ \text{Yardage for lion} = 1 + \frac{2}{3} = \frac{3}{3} + \frac{2}{3} = \frac{5}{3} \text{ yards} \][/tex]

3. Zebra costume:

[tex]\[ \text{Yardage for zebra} = 2 + \frac{5}{8} = \frac{16}{8} + \frac{5}{8} = \frac{21}{8} \text{ yards} \][/tex]

Now, let's sum up the yardages for all the costumes:

[tex]\[ \text{Total yardage} = \text{Yardage for bear} + \text{Yardage for lion} + \text{Yardage for zebra} \][/tex]

[tex]\[ \text{Total yardage} = \frac{9}{4} + \frac{5}{3} + \frac{21}{8} \text{ yards} \][/tex]

To add these fractions, we need to find a common denominator, which is 24:

[tex]\[ \text{Total yardage} = \frac{9 \times 6}{4 \times 6} + \frac{5 \times 8}{3 \times 8} + \frac{21 \times 3}{8 \times 3} \][/tex]

[tex]\[ \text{Total yardage} = \frac{54}{24} + \frac{40}{24} + \frac{63}{24} \][/tex]

Now, let's add the fractions:

[tex]\[ \text{Total yardage} = \frac{54 + 40 + 63}{24} \][/tex]

[tex]\[ \text{Total yardage} = \frac{157}{24} \][/tex]

Now, let's convert the improper fraction to a mixed number:

[tex]\[ \text{Total yardage} = 6 \frac{13}{24} \text{ yards} \][/tex]

So, Mrs. Lin needs a total of [tex]6 \frac{13}{24} \text{ yards}[/tex] yards of fabric for all the costumes.

complete question given below:

Mrs. Lin is sewing costumes for her grandchildren. She is making three lion costumes, one zebra costume, and two bear costumes. Fabric costs $7.49 per yard. How much fabric does Mrs. Lin need?

Bear= 2 1/4 yards

Lion= 1 2/3 yards

Zebra= 2 5/8 yards

Answer:

(-4+(-6))+(6i-2i)

(-10+4i)

Answer:

-10+4i = -2(5-2i)

Step-by-step explanation:

(-4+6i) + (-6-2i)

Collecting like terms

(-4-6) + (6i-2i)

-10+4i

-2(5-2i)

Answer:

The answer we can solving the above division is 4.61

Step-by-step explanation:

Given:

The given divider is 7 and the given dividend is 32.27.

To find:

      Quotient and remainder

Formula:

The basic division formula that we all know is,  

Quotient + Remainder/Divisor = Dividend/Divisor

where we know both dividend and divisor.

By using normal division method we get,

           = 32.37/7

           = 4.61

Thus we got the quotient as four and remainder as six.

Answer:

19

Step-by-step explanation:

4+5x

Since x=3

4+5(3)

4+15

19

Answer:

12 and -1

Step-by-step explanation:

12(-1) = -12

12 + (-1) = 11

Step-by-step explanation:

I'm not certain but I believe it is 29

From 1 to 2015 the number with the highest digit sum is 1999. 1+9+9+9=28. Also digits can add up to all the numbers between 0 and 28 including 0 and 28, making 29 possible sums.

I don't fully understand the question but that is the best answer I can give from what I think they mean

Answer:

f^-1 (x)=1/2x+5

Step-by-step explanation:

y=2x-10

x=2y-10

2y=x+10

y=1/2x+10/2

y=1/2x+5

Answer: x<16

Step-by-step explanation: Mason subtracted 5 from 11 and got 6, when he really should have added 5 to 11 to get x<16.

Question:

Ashley had a summer lemonade stand where she sold small cups of lemonade for $1.25 and large cups for $2.50. If Ashley sold a total of 155 cups of lemonade for $265, how many cups of each did she sell

Answer:

The number of small cups of lemonades  is 98

The number of Large cups of lemonades is 57

Step-by-step explanation:

Given:

Cost of small lemonade  cups = $1.25

Cost of large Lemonade cups =  $2.50

Total number of lemonade cups  = 155 cups

The total cost for which the lemonade is sold =  $265

To Find:

Number of each types of lemonade sold = ?

Solution:

Let the number of small cups of lemonade sold be x

the number of large cups of lemonade sold be y

Then according to the question,

x+y = 155-----------------------------(1)

Then the amount earned by  selling small and large lemonade cups is $265

Then

1.25x+2.50y = 265------------------(2)

From (1)

y = 155-x----------------------------------(3)

Substituting (3) in (2), we get

1.25x+ (155-x)2.50 = 265

1.25 + (387.5 -2.50x) =265

-1.25x + 387.5 = 265

-1.25x= 265 -387.5

-1.25x =  -122.5

[tex]x = \frac{-122.5}{-1.25}[/tex]

x= 98--------------------------------(4)

Substituting (4) in (3)

y = 155-98

y =57

128 pieces can be made after cutting the chain

Solution:

Given that, Amy cut 32 ft of chain into pieces that were each 1/4 ft long

To find: Number of pieces after cutting the chain

From given,

[tex]\text{Total length of chain } = 32 \text{ feet }\\\\\text{Length of 1 piece } = \frac{1}{4} \text{ feet }[/tex]

Thus the number of pieces after cutting the chain can be found by dividing the total length of chain by length of 1 piece

[tex]\text{Number of pieces} = \frac{\text{Total length of chain}}{\text{Length of 1 piece }}[/tex]

Substituting the values, we get

[tex]\text{Number of pieces} = \frac{32}{\frac{1}{4}}\\\\\text{Number of pieces} = 32 \times 4 = 128[/tex]

Thus 128 pieces can be made after cutting the chain

Answer:

128

Step-by-step explanation:

Answer:

1.85 %

Explanation:

APR refers to the "Annual Percentage Rate." This refers to the rate that is being charged to the borrower on a yearly basis.

It is very easy to get the monthly percentage rate once you know the APR. All you have to do is to divide the APR by the total number of months.

In the situation above, we just have to divide the APR of 22.2% by 12 (number of months on one year).

Answer:

They both have the same slope.

They have different y- intercepts.

They have no solution.

Please let me know, if I am right or wrong. I try my best to give correct answers

Answer:

A

Step-by-step explanation:

The standard equation is

y = mx + c

Where m is the slope and c is the y intercept

The 1st equation y = -2x + 1/4

Comparing with standard equation

the slope m = -2 and c = 1/4

The 2nd equation y = -2x - 1/4

Comparing with standard equation

the slope m = -2 and c = -1/4

To check if it as a solution

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

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

Substracting (2) from (1)

y - y = -2x + 2x + 1/4 + 1/4

No solution since both x and y were eliminated

Answer:

The solved given equation

[tex](\frac{x+2}{5})+(\frac{x+1}{3})=(\frac{x-3}{10})-2[/tex]  is x=-7

Step-by-step explanation:

Given equation is [tex](\frac{x+2}{5})+(\frac{x+1}{3})=(\frac{x-3}{10})-2[/tex]

To solve the given equation as below :

[tex](\frac{x+2}{5})+(\frac{x+1}{3})=(\frac{x-3}{10})-2[/tex] ( by using the distributive property )

[tex]\frac{3x+6+5x+5}{15}=\frac{x-3-20}{10}[/tex] ( adding the like terms )

[tex]\frac{8x+11}{15}=\frac{x-23}{10}[/tex]

Multiply into (10(15) on both sides we get

[tex]\frac{8x+11}{15}\times (10)(15)=\frac{x-23}{10}\times (10)(15)[/tex]

[tex](8x+11)\times (10)=(x-23)\times (15)[/tex] ( by using the distributive property )

[tex]80x+110-15x+345=0[/tex] ( adding the like terms )

[tex]65x+455=0[/tex]

[tex]65x=-455[/tex]

[tex]x=-\frac{455}{65}[/tex]

Therefore x=-7

Therefore the solved given equation is x=-7

answer: 9+(-3/4+1.25)-6= 3.5

Answer:

Step-by-step explanation:

9+ (- 3/4+1.25)-6 = 9 + (-0.75 + 1.25) - 6

 = 9 + 0.50 - 6

 = 3.50

Answer: 141

Step-by-step explanation:

23 1/2 *6=141

Both trains will meet in 3 hours.

Step-by-step explanation:

Given,

Speed of train A = 45 mph

Distance covered in two hours = 2*45 = 90 miles

Let,

x be the number of hours for both trains.

A(x) = 45x+90

Speed of train B = 75 mph

B(x) = 75x

For same distance;

A(x) = B(x)

[tex]45x+90=75x\\90=75x-45x\\90=30x\\30x=90[/tex]

Dividing both sides by 30

[tex]\frac{30x}{30}=\frac{90}{30}\\x=3[/tex]

Both trains will meet in 3 hours.

Keywords: function, division

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Answer:

Step-by-step explanation:

Tracking sales in a small convenience store does not require sophisticated sales monitoring software or expensive computer equipment, although basic point of sale software can save time and prevent mathematical errors. Daily monitoring of inventory, saving sales receipts and using a simple spreadsheet may be all you need to track sales. Depending on the size of your store and foot traffic the store receives each day, tracking sales may take only an hour or so each day.

Answer:

three fourths is greater xx.

Step-by-step explanation:

Answer:

Step-by-step explanation:

there is no question

30

Step-by-step explanation:

I would say 30 because I believe that bac yxz is just a bigger version of bac

Exponential functions include numbers that are doubled. For example, an ordered pair such as (2, 4), (3, 8), (4, 16) the y values are doubled, so it is an exponential funcion.

Answer:

x=12

Step-by-step explanation:

Answer:

x = 12

Add 6 to both sides, simplify then subtract x from both sides

The notation that we use really depends upon the problem. In most cases either is acceptable.

For the two functions that we started off this section with we could write either of the following two sets of notation.

f(x)=3x−2f−1(x)=x3+23g(x)=x3+23g−1(x)=3x−2f(x)=3x−2f−1(x)=x3+23g(x)=x3+23g−1(x)=3x−2

Now, be careful with the notation for inverses. The “-1” is NOT an exponent despite the fact that is sure does look like one! When dealing with inverse functions we’ve got to remember that

f−1(x)≠1f(x)f−1(x)≠1f(x)

This is one of the more common mistakes that students make when first studying inverse functions.

The process for finding the inverse of a function is a fairly simple one although there is a couple of steps that can on occasion be somewhat messy. Here is the process

That’s the process. Most of the steps are not all that bad but as mentioned in the process there are a couple of steps that we really need to be careful with.

In the verification step we technically really do need to check that both (f∘f−1)(x)=x(f∘f−1)(x)=x and (f−1∘f)(x)=x(f−1∘f)(x)=x are true. For all the functions that we are going to be looking at in this section if one is true then the other will also be true. However, there are functions (they are far beyond the scope of this course however) for which it is possible for only of these to be true. This is brought up because in all the problems here we will be just checking one of them. We just need to always remember that technically we should check both.

There is one final topic that we need to address quickly before we leave this section. There is an interesting relationship between the graph of a function and its inverse.

Here is the graph of the function and inverse from the first two examples. We’ll not deal with the final example since that is a function that we haven’t really talked about graphing yet.

In both cases we can see that the graph of the inverse is a reflection of the actual function about the line y=xy=x. This will always be the case with the graphs of a function and its inverse.

https://tutorial.math.lamar.edu/classes/alg/inversefunctions.aspx

The problem is asking to identify how many years would each color light last. We know that a red light turns on 50% of the time, a green light is 42% of the time, and yellow is 8% of the time. Each light lasts 100,000 hours.

Although this question gives a lot of information, we really don't need the percentages of the lights. They simply are there to throw you off. Each light lasts 100,000 hours. We will use the following conversions:

1 day = 24 hours

1 year = 365 days

100,000 hours divided by 24 hours = 4166.67 days

4166.67 days divided by 365 days = 11.4 years (the 4 is 4 months).

Answer:

3 3/14

Step-by-step explanation:

First look for the LCM of the denominators 2 Andy 7. The LCM is 14.

then , divide the denominators by 14 and add the results to the numerators of both fractions divided by 14.

you‘ll have something like this 35+10/14

=45/14

= 3 3/14

=