need a quick answer please

Answer:

x = -6 has the same output for both functions

Step-by-step explanation:

Here, we want to get the x value that has the same y-value for both functions

We can simply get this by substituting

Let’s take it one after the other

if x = -12

f(x) = 2/3(-12) + 7

= -8 + 7 = -1

2(-12) + 15 = -9

This is incorrect

for x = -9

g(x) = 2/3(-9) + 7

= -6 + 7 = 1

f(x) = 2(-9) + 15 = -3

for x = -6

g(x) = 2/3(-6) + 7 = 3

f(x) = 2(-6) + 15 = 3

So as we can see our answer is x = -6

jo jo mera padha ye lhika huwa uski bhen randi aur uski ma maha randi

Answer:

They bought 15 uniforms

Step-by-step explanation:

Equation-

50x + 80 = 830

Subtract 80 from both sides

50x = 750

Divide both sides by 50

x = 15

Answer:

Ty :D

Step-by-step explanation:

School is hard

Answer:

C. X = 3

Step-by-step explanation:

Multiply both sides by 5 to remove fractions

2x = 6

divide by 2

x = 3

Answer:

I think it's 25? If I can edit I'll come back with answer..(if it's not 25.)

Step-by-step explanation:

Answer:

first day: 650, second day: 325

Step-by-step explanation:

Let x be the number of miles travelled on the second day and  2x the number of miles travelled on the first day. They add up to 975.

2x+x=975

3x=975

x=325

x represents the number of miles travelled on the second day so they travelled 650 miles on the first day and 325 miles on the second day.

Answer:

650 miles the first day, 325 miles the second day

Step-by-step explanation:

We can call the distance they traveled on the first day as 2x and the distance they traveled on the second day as x. The former is 2x because they traveled twice as far the first day compared to the second day. Since the total distance traveled is 975 miles, we can write the following equation to solve for x:

[tex]2x + x = 975[/tex]

[tex]3x = 975[/tex] (Simplify LHS; 2x + x = 3x)

[tex]\frac{3x}{3}=\frac{975}{3}[/tex] (Divide both sides of the equation by 3 to get rid of the coefficient on x)

[tex]x = 325[/tex] (Simplify)

Therefore, [tex]2x = 2 * x = 2 * 325 = 650[/tex] so the final answer is they traveled 650 miles the first day and 325 miles the second day. Hope this helps!

Answer:

NAswer to what

Step-by-step explanation:

The final score of the basketball game is  (54, 63).

A numerical expression is a mathematical statement written in the form of numbers and unknown variables. We can form numerical expressions from statements.

Given, They only scored 6 points for every 7 points the visiting team scored

and they differ by a total of 9 points.

Therefore, The final score would be 6×9, 7×9.

= (54, 63).

If we take the difference between 63 and 54 it would be 9.

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Answer:

Search  it up!

Step-by-step explanation:

Answer:                                            

p(x)=x^3-4x^2+5x-2

=(2)^3-4(2)^2+5(2)-2

=8-4(4)+10-2

=8-16+10-2

=0

hope it helps mark as brainliest

Answer:

remainder is zero  

quotient is x^2-2x+1

Step-by-step explanation:

Answer:

Cups of 120oz sold = 17

Cups of 160oz sold = 25

Cups of 200oz sold = 13

Step-by-step explanation:

We know that:

a 120z cup of coffee costs $1.65

a 160z cup costs $1.85

a 200oz cup cost $1.95

Let's define the variables:

A = # of 120z cups that she sold

B = # of 160oz cups that she sold

C  = # of 200oz cups that she sold.

We know that:

"Reba served 55 cups of coffee"

A + B + C = 55.

"emptying six 1440z brewers while"

A*120oz + B*160oz + C*200oz = 6*1440oz

"collecting a total of $99.65"

A*$1.65 + B*$1.85 + C*$1.95 = $99.65

Then we have a system of equations:

A + B + C = 55

A*120oz + B*160oz + C*200oz = 6*1440oz

A*$1.65 + B*$1.85 + C*$1.95 = $99.65

To solve this, the first step is to isolate one of the variables in one of the equations, let's isolate A in the first one:

A = 55 - B - C

Now we can replace that into the other two equations:

(55 - B - C)*120oz + B*160oz + C*200oz = 6*1440oz

(55 - B - C)*$1.65 + B*$1.85 + C*$1.95 = $99.65

Now we can rewrite those equations as:

B*40oz + C*80oz = 8640oz - 55*120oz  = 2040oz

B*$0.20 + C*$0.30 = $99.65 - 55*$1.65 = $8.90

Now we have the system:

B*40oz + C*80oz = 2040oz

B*$0.20 + C*$0.30 = $8.90

Now we need to isolate another variable in one of the equations, let's isolate B in the first one:

B = 2040oz/40oz - C*80oz/40oz = 51 - 2*C

Now we can replace this in the other equation and get:

(51 - 2*C)*$0.20 + C*$0.30 = $8.90

Bow we can solve this for C.

$10.20 - C*$0.40 + C*$0.30 = $8.90

$10.20 - $8.90 = C*$0.10

$1.30 = C*$0.10

($1.30/$0.10) = C = 13

Now we can replace this in the equation:

B = 51 - 2*C = 51 - 2*13 = 25

And for A, we had:

A = 55 - B - C = 55 - 25 - 13 = 17

Then:

Cups of 120oz sold = 17

Cups of 160oz sold = 25

Cups of 200oz sold = 13

Answer:

6 ⋅ 108 is 2 times larger than 3 ⋅ 106.

(6 x 10^8) ÷ (3 x 10^6) = 200

So the answer is 6 ⋅ 10^8 is 200 times larger than 3 ⋅ 10^6.

Hopes it helps.

Answer:

x = 8

y = 14

Step-by-step explanation:

It's given in the question,

ΔABC ≅ ΔDEF

Therefore, by the property of congruence,

EF = BC, AB = ED and AC = FD

And m∠E = m∠B

Since, m∠E = m∠B

(6y - 4) = 80

6y = 80 + 4

6y = 84

y = 14

Since, AB = ED

10 = 3x - y

10 = 3x - 14

3x = 24

x = 8

nah buddy

Step-by-step explanation:

Answer:

475 pencils in each box

Step-by-step explanation:

950/2= 475

Youd divide 950 by 2 where 2 represents the 2 boxes

The required graph of the solution to the given inequality y>3 x-4 has shown.

Inequality can be defined as the relation of the equation containing the symbol of ( ≤, ≥, <, >) instead of the equal sign in an equation.

Here,
Given inequality,
y > 3x-4

Illustrating the above inequality on the coordinate plane, the yellow shaded region shows the solution of the given inequality y > 3x-4.

Thus, the required graph of the solution to the given inequality y>3 x-4 has shown.

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Answer:

61 it is because it is in first

Answer:

it b

Step-by-step explanation:

To determine which statement is true, we need to calculate the percentages for each option and compare them and option c is correct.

Option A: The percentage of Seniors who ordered a large shirt is greater than the percentage of students who ordered a large shirt and are also in the Senior class. To calculate the percentage of Seniors who ordered a large shirt, we divide the number of Seniors who ordered a large shirt by the total number of Seniors:

Percentage of Seniors who ordered a large shirt =[tex](79 / 220) * 100 = 35.91[/tex]% To calculate the percentage of students who ordered a large shirt and are also in the Senior class, we divide the number of Seniors who ordered a large shirt by the total number of students who ordered a large shirt: Percentage of students who ordered a large shirt and are also in the Senior class [tex]= (79 / 147) * 100 = 53.74[/tex]% Since the percentage of students who ordered a large shirt and are also in the Senior class is greater than the percentage of Seniors who ordered a large shirt, statement A is false.

Similarly, we can calculate the percentages for the other options: Option B: The percentage of Seniors who ordered a small shirt is the same as the percentage of students who ordered a small shirt and are also in the Senior class. Percentage of Seniors who ordered a small shirt [tex]= (51 / 220) * 100 = 23.18[/tex]% Percentage of students who ordered a small shirt and are also in the Senior class [tex]= (51 / 116) * 100 = 43.97[/tex] % Since the percentages are not the same, statement B is false.

Option C: The percentage of Juniors who ordered a medium shirt is greater than the percentage of students who ordered a medium shirt and are also in the Junior class. Percentage of Juniors who ordered a medium shirt [tex]= (84 / 240) * 100 = 35[/tex]% Percentage of students who ordered a medium shirt and are also in the Junior class [tex]= (84 / 146) * 100 = 57.53[/tex]% Since the percentage of students who ordered a medium shirt and are also in the Junior class is greater than the percentage of Juniors who ordered a medium shirt, statement C is true.

Hence the correct option is C.

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Answer:

-34degrees

Step-by-step explanation:

Answer: C

A is -1 and 1/3

B is -2/3

C is -1/3

D is 1/3

so it’s C

10 minutes of chasing is needed i think

Answer: 54 feet tall

Step-by-step explanation:

Answer:

it would be 54 feet tall now

Step-by-step explanation

35% of 40 is 14

40+14=54

54 feet

Answer:

(2,5)) ,(-2,-3),(8,2),(4,-6)

Step-by-step explanation:

it is rotated by 180 degree so evrything  becomes  positve beside the -6

Let the marks of Devi be x and Ali be y.

So, the equations:

2y = x and y + 16 = x

So,

2y = y + 16. [ because we know equals are equal to equals]

=> 2y - y = 16

=> y = 16

Check

Ali's marks are half of Devi's marks.

Devi's marks are 16 more than alis.

So, Devi's marks will be 16×2 = 32 and 32 is 16 greater than 16 (16+16=32).

Answer:

Ricardo will have to pay $1776 at the end of the loan period.

I know this because if you multiply 12% to 1850 you get 222.

Now you multiply 222 to 8 which gives you an answer of 1776.

Hope this helps. :)

\u gotta ask ur question

Step-by-step explanation:

Answer:

OBJECTIVE: To create, characterize and graph a polynomial function that reflects you!

PROCESS:

1. Write, IN ORDER, the digits of the month (1 or 2 digits), day (1 or 2 digits), and year (4 digits) of your birthday.

For example, April 2, 1976 could be “421976” or “4021976”. Use must use 6, 7 or 8 digits.

2. Create a polynomial using your digits, in order. Again, for example, my polynomial could be:

() = 4

5 + 2

4 − 1

3 − 9

2 + 7 −6 or

() = 4

6 + 2

4 − 1

3 − 9

2 + 7 − 6

*notice in the second example, the 0 eliminated the 5th degree term

**if your birth year is 2000, you may change your constant term (the “lagger”, which is the 6 in my

equation) to your favorite number, instead of 0.

3. Experiment with the shape of your birthday polynomial by changing the signs (+/-) of various terms in your

calculator. Try to create a polynomial function with an interesting shape and some turning points. Be creative!

You’re trying to express yourself in this graph!

*notice the change in the 2 graphs

below by just changing 3 positive

signs to negative!

4. Analyze your polynomial (using your calculator)

by finding these characteristics:

a. Roots (x-intercepts)

b. Y-intercept

c. Relative minimums and maximums

d. End behavior

e. Points (x, y)

PRODUCT: Make a presentation of your polynomial. Be creative! Be colorful! Be neat! Be artistic and ACURATE! Just

meeting the basic requirements will earn you a 90% (at most). At a minimum, your presentation should include a visual

representation of the graph of your polynomial and should also include the following:

□ The statements: My Birthday is ________________

My Birthday Polynomial is ______________________.

□ A T-chart with 10 (x, y) points

□ All Roots (labeled on graph and values)

□ Y-intercept (labeled on graph and value)

□ Relative Maximum and Minimums (labeled on graph and values)

□ Sentence description of end behavior and why this occurs

ASSESSMENT: Your project will replace lowest MID-CHAPTER QUIZ (30 points). You will be graded on completion of all

requirements and accuracy of graph and values. Additional points (90% and above) will be awarded for creativity and

effort.

YOUR PROJECT IS DUE WEDNESDAY, DECEMBER 2. ABSOLUTELY NO LATE PROJECTS WILL BE ACCEPTED. PLEASE FEEL

FREE TO EMAIL ME OVER THE BREAK IF YOU HAVE QUESTIONS… HAVE A GREAT THANKSGIVING HOLID

Step-by-step explanation:

The birthday polynomial for the date 05/11/2004 is 20040511.

The birthday polynomial is a mathematical concept that assigns a unique polynomial to a specific date, typically represented in the format MM/DD/YYYY.

To construct the birthday polynomial for a given date, follow these steps:

1. Write the date in the format MM/DD/YYYY.

2. Rearrange the numbers in reverse order, i.e., YYYY/MM/DD.

3. Remove any slashes or separators between the numbers.

To construct the birthday polynomial for the date 05/11/2004, follow these steps:

1. Write the date in the format MM/DD/YYYY: 05/11/2004

2. Rearrange the numbers in reverse order: 2004/05/11

3. Remove the slashes: 20040511

Therefore, the birthday polynomial is 20040511.

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