5x+ 15y = 30 i suck at math

The unit price at Snacks and Healthy are $5.25 and $5.4 respectively.

Generally speaking, a unit price can be defined as the price that is being charged by a seller for the sale of a single unit of product.

In order to determine the unit price, we would determine the unit rate for the cost per pound bag of mixed nut by using the following mathematical expression;

Unit price = Cost of a pound bag of mixed nuts/number of nuts

Substituting the given parameters into the unit price formula, we have the following;

Unit price for Snacks = 15.75/3

Unit price for Snacks = $5.25.

Unit price for Healthy = 13.50/2.5

Unit price for Healthy = $5.4.

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Complete Question:

Snacks and more sells a 3-pound bag of mixed nuts for $15.75. Healthy snacking sells a 2.5-pound bag of mixed nuts for $13.50. What is the unit price at Snacks and Healthy?

The equation of the line will be 8x+10y=0

The equation of a line when two points are given is

y-y₁=m(x-x₁)

where,m=(y₂-y₁)/(x₂-x₁)

Here, m=(4--4)/(-5-5)

            =8/-10

Now,

 y-(-4)  = (8/-10)(x-5)

-10y-40=8x-40

8x+10y=0

The equation is 8x+10y=0

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Answer:

$109.23

Step-by-step explanation:

Discount = 128.5 × 15/100

Discount = 128.5 x 0.15

You save = $19.28

Final Price = Original Price - Discount

Final Price = 128.5 - 19.275

Final Price = $109.23

Answer:

x=20

Step-by-step explanation:

6x-5+x+8+2x-3=180

6x+x+2x-5+8-3=180

9x=180

x=20

Answer:

x=20

Step-by-step explanation:

1. Add all like terms together.

(9x=180)

2. Then divide 9 to isolate the variable.

(x=20)

Answer:

Step-by-step explanation:

something

The 40th term of the sequence is 35 if the nth term is given as -5 + n.

Given,

nth term, aₙ = - 5 + n or n - 5

For 40th term n = 40

or 40th term = a₄₀ = 40 - 5

a₄₀ = 35

Therefore, the 40th term of the sequence is 35, if the nth term is given as -5 + n.

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The total number of miles will Samantha have covered when Anthony catches her is 75 miles.

A word problem is a few sentences describing a 'real-life' scenario where a problem needs to be solved by way of a mathematical calculation.

The distance that Samantha covers before Anthony starts = Rate * Time

So, 12 * (1 + 1/4)hrs =12 * (1.25)  =  15 miles

And each hour the distance that he closes on Samantha =  15 - 12  =  3 miles

Thus, the time it will take to catch her =

Distance Samantha is ahead  /  Distance Anthony closes per hour  = 15/3 = 5 hours

Thus, the total number of miles will Samantha have covered when Anthony catches her is 15*5 = 75 miles.

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Samantha have covered the distance of 15 miles when Anthony catches her.

Here we have given that Samantha begins biking at 12 mph from the center of town towards the ocean at 12:00 noon.

Here we also know that later that day, at 1:15 pm, the person called Anthony begins biking along the same route as Samantha at 15 mph.

Here we have to note that the distance that Samantha covers before Anthony starts,

Then it can be written as,

=> Rate * Time

When we apply the values on it, then we get

=> 12 * (1 + 1/4) hours

When we simplify this one then we get

=> 12 * (1.25)  =  15 miles

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In 7th-grade math, you can use  methods like using a protractor, angle addition, and subtraction, angle bisectors,complementary and supplementary angles, properties of parallel lines, and using triangles to find angles:

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The approximate difference in the lengths of the two segments is given as follows:

3.2 units.

The coordinates of the points have the following format:

[tex](x_1, y_1)[/tex] and [tex](x_2,y_2)[/tex]

Hence the distance is given as follows:

[tex]D = \sqrt{(x_2-x_1)^2+(y_2-y_1)^2}[/tex]

The length of a segment is given by the distance between it's two endpoints.

Hence the length of segment LF is given as follows:

[tex]D_{LF} = \sqrt{(3 - (-2))^2+(1 - 3)^2}[/tex]

[tex]D_{LF} = \sqrt{29}[/tex]

[tex]D_{LF} = 5.4[/tex]

The length of segment JR is given as follows:

[tex]D_{JR} = \sqrt{(-3 - (-1))^2+(2 - 1)^2}[/tex]

[tex]D_{JR} = \sqrt{5}[/tex]

[tex]D_{JR} = 2.2[/tex]

Hence the distance is of:

5.4 - 2.2 = 3.2 units.

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Answer:

A

Step-by-step explanation:

[tex]\sqrt[3]{686x^{4}y^{7}} = \sqrt[3]{343*2x^{3+1}*y^{6+1}}=\sqrt[3]{343*2x^{3}*y^{6}*xy}=\sqrt[3]{7^{3}}\sqrt[3]{x^{3}}\sqrt[3]{y^{6}}\sqrt[3]{2xy}=7xy^{2}\sqrt[3]{2xy}[/tex]

Answer:

3

Step-by-step explanation:

to find the rate you have to multiply the fraction so...

12 (the pages) times 1/4 (the hour) you get 3

Answer:

48 pages per hour; 3 hours per page

Step-by-step explanation:

A). You can find the unit rate for pages per hour by first multiplying the hours by its reciprocal, 4, which essentially becomes 1 hour and what you do to one side must be done to the other side, so multiplying 12 by 4 gets you 48 pages. Therefore,  Leo reads 48 pages per hour.

B). To find hours per page, you do the same thing, except that this time, you divide 12 on each side because you are trying to find the hours per page. 12 pages divided by 12 gets you 1 page and dividing 1/4 by 12 is the same thing as multiplying 1/4 by 12 since when dividing fractions with another fraction, the method is to use the reciprocal of the second fraction (in this case, 1/12 becomes 12) and you change the sign to its inverse and you simplify. A helpful acronym you can use is this. KEEP IT, CHANGE IT, FLIP IT . You keep the first fraction as it is, change the sign to its inverse, and flip the second fraction (virtually, the reciprocal). Therefore, in this case, it becomes 1/4 times 12 and 12 divided by 4 is nothing but 3.
Thus, Leo takes 3 hours to read each page.

Hope this helped! :D

c. Seismic waves are refracted and reflected at two distinct boundaries within the Earth.

d. The mantle contains sixty-seven percent of the Earth's mass and eighty percent of its volume

e. A Dan/ish scientist studying earthquake waves generated in inner core discovered that coming  P' waves directly through the Earth speed up at a depth of 5140 kilometers.

f. The mantle is composed of iron, calcium, sodium, potassium aluminum, silicon and oxygen compounds.

g. Sir Isaac Newton's explanation of force of gravity helped him determine that the rocks inside the Earth were denser than the rocks on the surface of the Earth.

h. Scientists found that the travel time of earthquake waves differ greatly from predicted travel times if the Earth were of homogenous composition.

i. The mantle lies between the crust and the core and is divided into three regions.

j. When the Earth was forming the dense materials sank into the core and the lighter materials rose toward the surface

Material suddenly moving within the Earth, such as when an earthquake causes a fault to slip, produces seismic waves.

Landslides, volcanic eruptions, explosions, and so on are instances of movement of materials which results to seismic waves

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The equation of the line is y = 0.5x + 1 having a slope of 0.5 and y intercept of 1

The equation of a line is:

y = mx + b

Where m is the slope and b is the y intercept

From the table shown, the points are:

(-6, -2), (-4, -1), (-2, 0), (0, 1) and (2, 2)

Using any two points to get the equation. Let us use (-2, 0) and (0, 1):

y - 0 = [(1 - 0)/(0-(-2))](x - (-2))

y = 0.5x + 1

The equation of the line is y = 0.5x + 1

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The set of vertices A(-1, 1), B(2, 2), C(5, 1), D(4,1) forms a parallelogram.

What is a parallelogram?

A parallelogram is a four-sided polygon with two pairs of parallel sides. The opposite sides of a parallelogram are equal in length and parallel to each other, and the opposite angles are also equal. In a parallelogram, opposite sides are also congruent, opposite angles are also congruent and consecutive angles are supplementary.

B. A(-1, 1), B(2, 2), C(5, 1), D(4,1) forms a parallelogram.

In a parallelogram, opposite sides are parallel and equal in length. In this case, AB is parallel to CD and has the same length, and AD is parallel to BC and also has the same length. This means that all the conditions for a parallelogram are met and therefore, the set of vertices A(-1, 1), B(2, 2), C(5, 1), D(4,1) forms a parallelogram.

Hence, The set of vertices A(-1, 1), B(2, 2), C(5, 1), D(4,1) forms a parallelogram.

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The equation of line p is y = ax + b then y = -2ax + b + 3 could be only the equation of line q out of the given options.

Therefore, the answer is C) y = -2ax + b + 3.

The equation of a line in slope-intercept form is y = mx + b, where m is the slope of the line and b is the y-intercept. So in case of line p, a is the slope and b is the y-intercept. Let equation of q by y = m'x + b'.

From the figure it is evident that line p has a positive slope while line q has a negative slope. So slope of q is negative of slope of line q multiplied by a positive constant, say c, then

m' = -2ac

From figure we can observe that y-intercept of p is 0 and q has a positive y-intercept, so

b' = b + k, k is a positive constant

So equation of q is y = -2acx + b + k, where c and k are positive constants. So only option C is of this format.

--The question is incomplete, answering to the question below--

"The equation of line p is y = ax + b. Which of these could be the equation of line q?

A. y = -2a(x + 3) + b

B. y = -2ax + b

C. y = -2ax + b + 3

D. y = -2ax + b - 3"

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The value of s, considering that quadrilateral DEFG is a rhombus, is given as follows:

s = 55.

To obtain the value of S, we must consider triangle CED, and the fact the sum of the measures of the internal angles of a triangle is of 180º.

The measures of the internal angles of triangle CED are given as follows:

As the sum of the measures of the internal angles of a triangle is of 180º, the measure of angle E is given as follows:

90 + 60 + <E = 180

150 + <E = 180

<E = 30º.

As <E = s - 25, the value of s is obtained as follows:

s - 25 = 30

s = 30 + 25

s = 55.

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Answer:

X = 3

Step-by-step explanation:

this is a vertical line passing through x = 3.

The product of these two complex numbers is calculated by multiplying the real numbers and imaginary parts separately and then combining them, resulting in -25.

Step 1: Multiply the real parts: (-3i * 3i = -9i^2

Step 2: Multiply the imaginary parts: 4 * 4 = 16

Step 3: Combine the results: -9i^2 + 16 = -25

(-3i * 3i) + (4 * 4) = -9i^2 + 16 = -25

Complex numbers consist of two parts - a real part and an imaginary part. To find the product of two complex numbers, both the real and imaginary parts must be multiplied separately, and then the results combined. In this example, (-3i 4 and 3i 4), the real parts are multiplied together to get -9i2. The imaginary parts are multiplied together to get 16. These results are then combined to get the product of the complex numbers, which is -25. To complete the calculation, we must also take into account that the imaginary part is always multiplied by the coefficient i. This means that the result of the real part multiplication is -9i2, not just -9.

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Answer:

x = 10

Step-by-step explanation:

since the triangles are similar then the ratios of corresponding sides are in proportion, that is

[tex]\frac{BE}{BF}[/tex] = [tex]\frac{BD}{BC}[/tex] ( substitute values )

[tex]\frac{56+5x-8}{56}[/tex] = [tex]\frac{52+39}{52}[/tex] , that is

[tex]\frac{48+5x}{56}[/tex] = [tex]\frac{91}{52}[/tex] ( cross- multiply )

52(48 + 5x) = 56 × 91 = 5096 ( divide both sides by 52 )

48 + 5x = 98 ( subtract 48 from both sides )

5x = 50 ( divide both sides by 5 )

x = 10

Answer:

[tex]x^2-8x+15=0[/tex]

Step-by-step explanation:

If the roots are [tex]3[/tex] and [tex]5[/tex], the factors are [tex](x-3)[/tex] and [tex](x-5)[/tex].

Taking the leading coefficient as 1, the equation is [tex](x-3)(x-5)=0 \implies x^2-8x+15=0[/tex].

Answer:

the first answer is 18, the second is -16, the third answer is 26, and the last is 24

Step-by-step explanation:

By using Pythagorean theorem to find the length of the hypotenuse, we get the answer as hypotenuse of 115

A Pythagorean triple is a set of three positive integers a, b, and c that satisfy the equation a^2 + b^2 = c^2, where c is the length of the hypotenuse and a and b are the lengths of the legs of the right triangle.

In a right triangle, the hypotenuse is the side that is opposite the right angle. It is the longest side of the triangle and it is always opposite the 90-degree angle. The other two sides of the right triangle are called the legs, and they form the right angle.

we can use the Pythagorean theorem to find the length of the hypotenuse:

a^2 + b^2 = c^2

82^2 + 80^2 = c^2

6724 + 6400 = c^2

c = √(6724 + 6400) = √13124

c = 114.74

Since all three sides of the triangle have to be integers and the hypotenuse is the one that should have the largest value, we can round the value of c up to 115

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The factored form of the equation -15w + 9wz - 6z + 10 is,

⇒ (3w - 2) (3z - 5)

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The equation is,

⇒ -15w + 9wz - 6z + 10

Now, Factor the equation as;

⇒ -15w + 9wz - 6z + 10

⇒ 3w (- 5 + 3z) - 2(3z - 5)

⇒ 3w (3z - 5) - 2 (3z - 5)

⇒ (3w - 2) (3z - 5)

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The solution is Option D.

The inequality equation is x < -7

Inequalities are the mathematical expressions in which both sides are not equal. In inequality, unlike in equations, we compare two values. The equal sign in between is replaced by less than (or less than or equal to), greater than (or greater than or equal to), or not equal to sign.

In an inequality, the two expressions are not necessarily equal which is indicated by the symbols: >, <, ≤ or ≥.

Given data ,

Let the inequality equation be represented as A

Now , the value of A is

-6x > 42   be equation (1)

On simplifying the equation , we get

Divide by -1 on both sides of the equation , we get

6x < -42

Divide by 6 on both sides of the equation , we get

x < -42/6

On further simplification , we get

x < -7

So , the values of x are all integers which are less than -7 but not including -7

So , the values of x are = { -8 , -9 , -10 , ..... }

Therefore , the values of x are integers less than -7

Hence , the inequality equations is x < -7

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e) The test statistic and P-value for the chi-square test of homogeneity would be -1.75 and 0.004, respectively.

A chi-square test of homogeneity is a useful tool for comparing two or more categorical variables. In this case, the two variables are smoking (smokers and non-smokers) and alcohol consumption (those who had consumed alcohol in the past week and those who hadn't).

The chi-square statistic is calculated by finding the difference between the observed and expected frequencies of the two groups and squaring it. The expected frequencies are found by multiplying the sample size by the overall probability of success (in this case, drinking alcohol).

The P-value is then calculated based on the chi-square statistic and the degrees of freedom (in this case, one). In this case, the chi-square statistic is -1.75 and the P-value is 0.004.

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To solve an exponential equation, you need to find the values of the variables that make the equation true. Here are some steps you can follow:

Identify the base of the exponential function. This will usually be denoted by a letter such as "b" or "a".

Move all the terms that do not contain the exponential function to one side of the equation.

Isolate the exponential function on the other side of the equation.

Use the properties of exponential functions to simplify the equation. For example, you can use the fact that b^x * b^y = b^(x+y) when b is the same in both exponents.

Solve the equation by finding the values of the variables that make the equation true.

For example, consider the equation 3^x = 9. To solve this equation:

The base of the exponential function is 3.

Move the 9 to the right side of the equation: 3^x - 9 = 0

Isolate the exponential function on the left side: 3^x = 9

Use the property of exponential functions to simplify: 3^2 = 9

Solve for x: x = 2

The solution to the equation is x = 2.

To solve an exponential equation, you need to first identify what the base and the exponent are. The base is the number being multiplied by itself and the exponent is the number of times it is being multiplied.

Next, you will need to use the property of exponents that states that if the bases are the same, you can set the exponents equal to each other. For example, if you have the equation 3^x = 9, you can set the exponents equal to each other and solve for x by dividing both sides by 3. This gives you x = 2.

If you have an equation with different bases, you will need to use logarithms to solve it. Logarithms are the inverse of exponents, meaning that if you take the logarithm of an exponential equation, it will turn it into a linear equation that you can solve using algebra.

For example, if you have the equation 2^x = 8, you can take the logarithm of both sides to get x = (2^x) = (8). Since (2) = 0.301, and (8) = 0.903, you can solve for x by dividing both sides by (2) to get x = 3.

Overall, solving exponential equations requires a combination of understanding the properties of exponents and using logarithms to turn the equation into a form that you can solve using algebra.

Based on the provided information, a) bias is introduced through convenience sampling there could be specific variable associated with the first hundred students. It can be avoided by simple random sampling. b) bias is introduced through wording as it includes a negative consequence. It can be avoided by just asking for an opinion without any associated reasoning or consequences.

Bias refers to a deviation of feedback which is based on certain influences by the surveyor and respondent. Sampling bias or selection bias refers to a type of bias in which a researcher gathers a sample of respondents for a questionnaire that does not accurately represent the population. Survey bias refers to the way the question is phrased or formatted, leading people to choose a certain answer instead of another. In the given case,

a) A bias may have been introduced based on the way the convenience sample was selected as there could be specific variable associated with each of the first hundred students that walk into the dining room. The first hundred students could possibly like the food and that is the reason why they come early to the dining room. Selecting students at the dining room may also exclude the students who dislike the food and choose to eat elsewhere. A simple random sample can help avoid this bias. By randomly selecting students at the university campus would provide a more inclusive and true representation of the population.

b) A bias may have been introduced based on the way the question is worded is to maintain the current meal plan as it presents a negative consequence to introducing a new meal plan. It states that a new meal plan would result in more cost. In order to avoid bias, the survey should ask students opinion about the food without introducing any external reasoning.

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The probability that Mark would hit the target with every shot when he fires 1 arrow is 0. 914 arrows.

The probability that Mark would hit the target with every shot when he fires 2 arrows is 1. 8 arrows

The probability that Mark would hit the target with every shot when he fires 3 arrows is 2. 7 arrows

To find the probability that Mark is able to hit the target, look at the probability from when 500 arrows were fired :

= 457 / 500

= 0. 914

= 91. 4 %

If Mark fires 1 arrow, the probability that he hits the target is 0. 914 arrows:

If Mark fires 2 arrows, the probability that he will hit the target is 1. 828 arrows:

= 0. 914 x 2

= 1. 828

If Mark fires 3 arrows, the probability that he will hit the target is 2. 7 arrows:

= 0. 914 x 3

= 2. 7 arrows

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