What is the relationship between the x and y values on #2?

Answer:

The answer is C.) 1.5 hours

Step-by-step explanation:

I took a quiz and according to that its correct

Answer:

$936

Step-by-step explanation:

Number of weeks in 1 year= 52 weeks

Cost of every six week for tennis lesson= $108

We have to find the price per year for tennis lessons

Number of times he will pay for the tennis lessons= [tex]\frac{52}{6}[/tex]

Total price per year for Tennis lessons= [tex]\frac{52}{6}[/tex] × 108

Total price per year for Tennis lessons= 52 × 6

Total price per year for Tennis lessons= $ 936

Hence, the correct answer is $ 936

Final answer:

The integer representing a profit of $300 is the positive integer 300.

Explanation:

The integer that describes a profit of $300 is simply 300. In the context of economics and mathematics, profits and losses are represented as positive and negative integers respectively. In this scenario, since we are speaking of a profit, the integer is positive. If you were incurring a loss of $300, then the integer would be -300. Additionally, considering aspects of business calculation provided in the reference information, an increasing profit or a decreasing profit due to changes in advertising costs or quantity sold can affect the calculation of profit; however, the specific answer to your question remains 300.

Answer: {(0, 1), (1, 5), (2, 9)}

Step-by-step explanation:

Given linear equation: y-1=4x which can be rewritten as

y=4x+1

To find the set which represents possible inputs and outputs of the function. Let's check all the options

A. {(1, 4), (2, 8), (3, 12)}

at x=1

y=4(1)+1

⇒y=5≠4

Thus this set is not the required set.

B. {(4, 1), (8, 2), (12, 3)}

at x=4

y=4(4)+1

⇒y=16+1=17≠1

Thus this set is not the required set.

C.{(0, 1), (1, 5), (2, 9)}

at x=0

y=4(0)+1

⇒y=1

Thus this set is the required set represents possible inputs and outputs of the function.

D. {(1, 0), (5, 1), (9, 2)}

at x=1

y=5≠0

Thus this set is not the required set.

To calculate the total lunch combinations Tommy can create, we multiply his options for main dish (4), side (3), and drink (3), resulting in 36 different combinations. Making healthier choices, like water over soda or smaller portions, supports long-term health.

When considering the various combinations Tommy can create for his lunch, we employ the fundamental counting principle. This principle states that if there are 'n' ways to do one thing, and 'm' ways to do another, then there are n*m ways to do both. Applying this to Tommy's choices:

To find the total number of different lunch combinations Tommy can create, we multiply the number of choices for each category:

Total combinations = 4 mains * 3 sides * 3 drinks = 36 different combinations.

When making food choices, the keys to healthy eating include knowing what you're consuming and selecting options that contribute to long-term health. Opting for nutrient-dense foods over calorie-rich and nutrient-poor choices is important. For example, selecting water instead of soda, a smaller portion of fries, or adding a piece of fruit can make a significant difference in calorie intake and nutritional value.

By choosing grilled chicken over fried items, and being cautious of high-calorie dressings and sauces, it's possible to find healthier options even when dining out. The overall goal is to make informed decisions that support a healthy lifestyle.

Answer:

48%

Step-by-step explanation:

its just that booooooommmmm

He needs to drain about 78 grams of 25% acid solution

Order of Operations in Mathematics follow this following rule :

This rule is known as the PEMDAS method.

In working on a mathematical problem, we first calculate operation that is in parentheses, follow by exponentiation, then multiplication or division, and finally addition or subtraction.

Let us tackle the problem !

[tex]\texttt{ }[/tex]

Given:

A Chemist has 100 g of 25% acid solution.

Let : The mass of the solution that need to be drained = x grams

[tex]\texttt{mass of acid from 25\% solution} = m_1 = 25\% \times (100-x) \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

x grams of 70% acid solution is added.

[tex]\texttt{mass of acid from 70\% solution} = m_2 = (70\% \times x) \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

Final solution → 100 g of 60% acid solution

[tex]\texttt{total mass of acid} = m_1 + m_2[/tex]

[tex]60\% \times 100 = (25\% \times (100-x)) + (70\% \times x)[/tex]

[tex]60 = 25 - 25\%x + 70\%x[/tex]

[tex]60 - 25 = 45\%x[/tex]

[tex]35 = 45\%x[/tex]

[tex]x = 35 \div 45\%[/tex]

[tex]x = 77\frac{7}{9} \texttt{ g}[/tex]

[tex]x \approx 78 \texttt{ g}[/tex]

[tex]\texttt{ }[/tex]

Grade: Middle School

Subject: Mathematics

Chapter: Percentage

Keywords: Linear , Equations , 1 , Variable , Line , Gradient , Point , Multiplication , Division , Exponent , PEMDAS , percentange , percent , cookies , chocolate , chip , paper , fourth , pieces , Number , 51 , 33 , 1/3

The point of intersection for lines (m) and (n) is (3.5, -1.5). Line (m) equation: (y = x - 5). Line (n) equation: (y = -3x + 9).

To find the point of intersection of two lines, you can use the point-slope form of a line and set the equations of the lines equal to each other. Let's first find the equations of the lines ( m ) and ( n ) using the given points.

Line ( m ) passes through the points ( (6,1) ) and ( (2,-3) ). Let's find the slope of line ( m ) first:

[tex]\[ \text{Slope of } m = \frac{{y_2 - y_1}}{{x_2 - x_1}} \][/tex]

[tex]\[ \text{Slope of } m = \frac{{-3 - 1}}{{2 - 6}} = \frac{{-4}}{{-4}} = 1 \][/tex]

Now we can use the point-slope form of a line to find the equation of line ( m ):

y - y_1 = m(x - x_1)

Let's use the point ( (6,1) ) to find the equation of line ( m ):

y - 1 = 1(x - 6)

y - 1 = x - 6

y = x - 6 + 1

y = x - 5

So, the equation of line ( m ) is ( y = x - 5 ).

Now let's find the equation of line (m and  n) passing through the points

( (2,3) ) and ( (5,-6) ):

[tex]\[ \text{Slope of } n = \frac{{-6 - 3}}{{5 - 2}} = \frac{{-9}}{{3}} = -3 \][/tex]

Using the point ( (2,3) ) to find the equation of line ( n ):

y - 3 = -3(x - 2)

y - 3 = -3x + 6

y = -3x + 6 + 3

y = -3x + 9

So, the equation of line ( n ) is ( y = -3x + 9 ).

Now, we'll set the equations of ( m ) and ( n ) equal to each other to find the point of intersection:

x - 5 = -3x + 9

Now, solve for ( x ):

x + 3x = 9 + 5

4x = 14

[tex]\[ x = \frac{{14}}{4} \][/tex]

x = 3.5

Now, substitute ( x = 3.5 ) into either equation to find ( y ). Let's use the equation of line ( m ):

y = 3.5 - 5

y = -1.5

So, the point of intersection of lines ( m ) and ( n ) is ( (3.5, -1.5) ).

Algebra please help out 
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Find each unit rate. - 20 mi in 5h - 78 mi on 3 gal Please and Thank-you I need HELP!!!!!!!!!! same answer as I gave to Janie 400 miles in 5 hours 
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When the number in the numerator of a unit rate is 1, it indicates that the unit rate is equivalent to the value of the denominator alone. In other words, it signifies that the quantity being measured is directly proportional to the value of the denominator.

For example, consider a unit rate of "1 mile per hour." Here, the numerator (1 mile) indicates that for every 1 unit of the denominator (1 hour), the distance covered is 1 mile. So, if a car travels at a speed of 1 mile per hour, it means the car covers a distance of 1 mile in 1 hour.

Similarly, let's say we have a unit rate of "1 gallon per minute" for the flow rate of water from a faucet. This implies that for every 1 unit of time (1 minute), the faucet dispenses 1 gallon of water. Therefore, if the faucet runs at a rate of 1 gallon per minute, it means it releases 1 gallon of water every minute.

In summary, when the numerator of a unit rate is 1, it indicates a direct relationship between the quantity being measured and the value of the denominator alone. This relationship simplifies the understanding of the unit rate and its application in various contexts.

Answer:

0.003%

Step-by-step explanation:

you have to multiply this number by 100 which makes 0.3%

i took the test it is actually 5300.00

Speed is the rate of change of position of a particle or an object with respect to the time. It can also describes as the rate of which a particle or object moves.The value of the speed of the spacecraft is 40000 km per hour.

Given-

The distance between Earth and Mars is 192,000,000 km.

Time taken by the spacecraft to send a space buggy from earth to mars is 200 days.

Time taken in hours t,

[tex]t=200\times24[/tex]

[tex]t=4800[/tex]

The speed of the spacecraft has to be calculate. For this we need to know about the speed.

Speed is the rate of change of position of a particle or an object with respect to the time. It can also describes as the rate of which a particle or object moves.

The speed can be calculate by the calculating the ratio of the distance traveled d to the time taken t.

Mathematically,

[tex]s=\dfrac{d}{t}[/tex]

Using the above formula calculate the value of the speed of the spacecraft.

[tex]s=\dfrac{192000000}{4800}[/tex]

[tex]s=40000[/tex]

Hence, the value of the speed of the spacecraft is 40000 km per hour.

Learn more about the speed here;

https://brainly.com/question/7359669