Can you anyone help me out with this?
I don’t know how to solve the equation and check for extraneous solutions!!!! PLEASEEEEEEEEE URGENT

The farmer can make at most 3 complete picture frames with some usable board left over after subtracting the scratched portion and dividing the usable length by the length needed for each picture frame.

To find the amount of usable board, we need to subtract the scratched portion from the total length of the board:

101/12 - 23/8

Converting to a common denominator, we get:

122/12 - 19/8 = 976/96 - 228/96 = 748/96

Simplifying, we get:

72/96 feet

Now, we can divide this usable length by the length needed for each picture frame:

722/96 ÷ 1 2/3

Converting the mixed number to an improper fraction, we get:

722/96 ÷ 5/3 = 748/96 ÷ 5/3 = 748/96 x 3/5 = 3.9

Therefore, the farmer can make at most 3 complete picture frames with some usable board left over.

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Answer:

The rate of change is 400

The altitude increases by 400 feet every minute.

Step-by-step explanation:

We Know

x = the number of minutes the balloon rises.

y = altitude of the balloon.

To find the Rate of change (slope), we can use rise/run or (y2 - y1) / (x2 - x1)

Pick 2 points (0, 150) (1, 550)

We see the y increase by 400 and the x increase by 1, so

The rate of change is 400

The altitude increases by 400 feet every minute.

Answer:

y=-4x+10

Step-by-step explanation:

y = -4x + c

2 = -4*2 + c

2= -8+c

c= 10

y=-4x+10

Answer:

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the volume of the rectangular prism is 1,080 cubic inches.

Why is it?

The volume V of a rectangular prism is given by the formula:

V = length x width x height

Substituting the given values, we get:

V = 10 inches x 18 inches x 6 inches

Simplifying, we get:

V = 1,080 cubic inches

Therefore, the volume of the rectangular prism is 1,080 cubic inches.

A rectangular prism is a three-dimensional solid shape that has six rectangular faces, where each pair of opposite faces are congruent and parallel to each other. It is also known as a rectangular parallelepiped.

A rectangular prism is characterized by its length, width, and height or depth. The length is the measurement of the longest side of the prism, the width is the measurement of the shorter side, and the height or depth is the measurement of the perpendicular distance between the two faces that are parallel to each other.

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Answer:

x^3 + 16x^2 + 64x First, we need to check if there is a greatest common factor (GCF) that we can factor out. In this case, we can factor out "x" since it is a common factor in all the terms: x(x^2 + 16x + 64) Now, we need to factor the quadratic trinomial inside the parentheses. We can do this by finding two numbers that multiply to 64 and add up to 16. These numbers are 8 and 8: x(x + 8)(x + 8) Therefore, the factored form of the trinomial expression is: x(x + 8)^2 I hope this helps!

0 / 350

Let's suppose that Tom drives x miles. Then, the total cost of the first plan will be:

C1 = 53.96 + 0.13x

And the total cost of the second plan will be:

C2 = 43.96 + 0.18x

To find how many miles Tom needs to drive for the two plans to cost the same, we need to solve the following equation:

53.96 + 0.13x = 43.96 + 0.18x

Simplifying:

10 = 0.05x

x = 200

Therefore, Tom needs to drive 200 miles for the two plans to cost the same.

The price of the house at the end of 2008 will be 39,60,000

We must determine the price following each rise in order to determine the cost of the house at the end of 2008.

First of all, in 2004 the price jumped by 10%.

10% of 30,00,000 = 0.1 x 30,00,000 = 3,00,000

As a result, the house's new price in 2004 was:

30,00,000 + 3,00,000 = 33,00,000

The price then rose by 20% in 2008.

20% of 33,00,000 = 0.2 x 33,00,000 = 6,60,000

The home's total price at the end of 2008 was therefore: 33,00,000 + 6,60,000 = 39,60,000.

As a result, the house cost 39,60,000 at the end of 2008.

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Answer:

51%

Step-by-step explanation:

31,408-20,800=10,608÷20,800=0.51×100=51.

You subtract the retail price from the original and you divide the number you get by the original price and then times the number by a hundred.

Let x be the cost of a hot dog and y be the cost of a cheeseburger. Then we can set up the following system of equations:

3x + 2y = 31.25

5x + 2y = 41.75

We can solve for one of the variables by subtracting the first equation from the second:

5x + 2y - (3x + 2y) = 41.75 - 31.25

2x = 10

x = 5

Substituting x = 5 into either of the equations above gives:

3(5) + 2y = 31.25

15 + 2y = 31.25

2y = 16.25

y = 8.125

Therefore, a hot dog costs $5 and a cheeseburger costs $8.125.

Answer:

(x+2)(2x-9)

Step-by-step explanation:

2x^2 + 4x - 9x - 18

2x(x+2) -9(x+2)

(x+2)(2x-9)

If f (x) = √2x + 4 and g(x) = 1/2(x-4)² then the function is f(g(x)) = √2 * (x-4) * √[1 + 2/[(x-4)²]]

What is function?

An expressiοn, rule, οr law in mathematics that specifies the relatiοnship between an independent variable and a dependent variable (the dependent variable). In mathematics and the sciences, functiοns are fundamental fοr cοnstructing physical relatiοnships.

This relatiοnship is typically represented as y = f(x), οr "f οf x," and y and x are related such that fοr each value οf x, there is a specific value οf y. This means that f(x) can οnly have οne value fοr a given x. In set theοry jargοn, a functiοn cοnnects an element x tο an element f(x) in anοther set. The set οf x values is referred tο as the dοmain οf the functiοn, and the set οf f(x) values prοduced by the values in the dοmain are referred tο as the range οf the functiοn.

[tex]f(g(x)) = \sqrt{[2g(x) + 4]}[/tex]

Now we can substitute the expression for g(x):

[tex]f(g(x)) = \sqrt{[2(1/2(x-4)²) + 4]}[/tex]

We can simplify this expression by first expanding the square in the brackets:

[tex]f(g(x)) = \sqrt{[2(x-4)^2 + 4]}[/tex]

Then we can factor out the 2 from the square:

[tex]f(g(x)) = \sqrt{[2(x-4)²] * √[1 + 2/[(x-4)²]]}[/tex]

Simplifying further:

[tex]f(g(x)) = \sqrt{2 * (x-4) * \sqrt{[1 + 2/[(x-4)²]}]}[/tex]

Therefore, [tex]f(g(x)) = \sqrt{2 * (x-4) * \sqrt{[1 + 2/[(x-4)²]}]}[/tex]

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it will take Shannon about 80 months for her money to double if she deposits it into a savings account that earns 10.99% interest compounded quarterly.

Shannon's funds will double in value during the following period of time, according to the quarterly compound interest formula:

[tex]A = P(1+r/n)^{nt}[/tex]

where n is the number of times interest is compounded each year, r is the yearly interest rate, P is the principal amount, A is the amount after t years, and t is the amount of time in years.

Shannon currently has P/2 dollars, which is half of what she needs. Finding t when A = 2P will help us determine how long it will take for her money to double.

We are aware that n = 4 and r = 10.99%. (since interest is compounded quarterly). Solving for t using these values as input results in:

[tex]2P = P/2(1 + 0.1099/4)^{(4t) }\\4 = (1 + 0.1099/4)^{(4t)} log(4) \\= 4t log(1 + 0.1099/4)^ t = log(4)/(4 log(1 + 0.1099/4))[/tex]

t ≈ 6.7 years

Rounding this to the nearest month gives:

t ≈ 80 months

Therefore, it will take Shannon about 80 months for her money to double if she deposits it into a savings account that earns 10.99% interest compounded quarterly.

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The notation of the probability of two events being not independent is option (c) P(B|A) = P(B)

The notation for the probability of two events being not independent is P(B|A) ≠ P(B).

None of the options presented directly corresponds to this notation. However, we can use the concept of independent events to determine the probability of two events being not independent.

If two events A and B are independent, then P(B|A) = P(B). Therefore, if P(B|A) ≠ P(B), then A and B are not independent.

P(B|A) = P(B), which represents the probability of B given A assuming that A and B are independent events.

Therefore, the correct option is (c) P(B|A) = P(B)

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The given question is incomplete, the complete question is:

A and B are two events. The notation for conditional probability is P(B|A).

Which notation is the probability of two events being not independent?

a. P(B|A) = P(A and B) / P(A)

b. P(B|A) = P(A) / P(B)

c. P(B|A) = P(B)

d. P(B|A) = P(B) / P(A)

The word phrase for h + 6 is Six more h or the sum of six and h.

Converting algebraic expression to word phrase:

An algebraic expression is a mathematical phrase that uses variables, constants, and mathematical operations such as addition, subtraction, multiplication, and division.

Converting an algebraic expression to a word phrase means expressing the mathematical expression in words.

This can be useful in situations where mathematical symbols may not be understood or when communicating mathematical concepts to someone who may not be familiar with them.

Here we have the expression h + 6

Where 6 is added to h

Hence,

The word phrase for h + 6 is Six more h or the sum of six and h.

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Given:

[tex]3x+2x=34-5-4[/tex]

[tex]5x=29-4[/tex]

[tex]5x=25[/tex]

[tex]x=25\div5[/tex]

Answer:

x = 5

Given: 3x+4+2x+5=34

first combine similar values,

3x + 2x and 4 + 5

5x + 9 = 34

time for substitution

5x + 9 - 9 = 34 - 9

5x = 25

divide by the value of x in this instance it is 5

5x = 25 / 5

x= 5

now to check we will plug in 5 for x

3(5) +4+2 (5) +5=34

15 + 4 + 10 + 5 = 34

19 + 15 = 34

34 = 34✓

Hope this helps, happy learning =D

The properties for  parabolas 1 is:

Parabola 1:

Vertex: (-2, 1)

Max/min value: The vertex represents a minimum point, so the minimum value is 1.

Axis of symmetry: x = -2

Zero(s): There are two zeros, at x = -4 and x = 0.

Direction of opening: The parabola opens upwards.

Y-intercept: The y-intercept is (0, 5).

Parabola 2:

Vertex: (1, -2)

Max/min value: The vertex represents a maximum point, so the maximum value is -2.

Axis of symmetry: x = 1

Zero(s): There are two zeros, at x = -1 and x = 3.

Direction of opening: The parabola opens downwards.

Y-intercept: The y-intercept is (0, -1).

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Answer:

232 cubic centimeters

Step-by-step explanation:

V = Bh

= (7(2) + (1/2)(3)(3 + 7))(8)

= (14 + 15)(8) = 29(8)

= 232 cubic centimeters

The two triangles therefore meet the Angle-Angle (AA) similarity criterion, which specifies that two angles of one triangle must be congruent with two angles .

Angles are typically modeled with a symbol that resembles a tiny arc between the angle's two sides, with a dot at the vertex. For illustration, angle BAC might be used to represent the angle created by the vectors AB and AC, with point A serving as the vertex. Calculus, geometry, trigonometry, and other branches of mathematics all depend on angles. They are used to calculate different quantities linked to angles and their trigonometry, to measure distances and areas, and to describe the shapes and sizes of objects.

given

Triangles ABD and ECD in the given figure are comparable triangles since they share the same shape and have equal corresponding angles. Angles ADB and CDE are equal because they are formed when parallel lines AB and CD are intersected by transversal BD, and angle BAD and angle EDC are also equal because they are formed when parallel lines AD and EC are intersected by transversal BD. In particular, angle ABD and angle ECD are both right angles (90 degrees).

The two triangles therefore meet the Angle-Angle (AA) similarity criterion, which specifies that two angles of one triangle must be congruent with two angles of another triangle in order for the triangles to be comparable.

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Answer:

x = 11

Step-by-step explanation:

35 + 5x = 90

5x = 55

x = 11

Answer:

A system of linear system equation usually has a single solution but some time it can have no solution or infinte solution(Same line)

The inner angles of 4 and 7 alternate and are congruent as the angles 3 and 8 are similar and coincide.

A geometric shape known as an angle is created by two rays of line segments that meet at a location known as the vertex of angle. The rays or splines that make up the angle are referred to as its sides or legs. Angles can be divided into different categories according to their size and shape and are commonly measured either degrees or radians. Right ratios, obtuse angles, reflex angles, acute angles, and straight angles are a few examples of common angles.

given

The following four claims could be used to demonstrate that lines r and s are parallel:

The angles 1 and 6 have comparable and congruent angles.

The inner angles of 2 and 5 alternate and are congruent.

The angles 3 and 8 are similar and coincide.

The inner angles of 4 and 7 alternate and are congruent as the angles 3 and 8 are similar and coincide.

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The solution to the system of equations is [tex]x = 67/17 y = -42/17 z = -1[/tex].

Answer:

First find slope. m = (y2 - y1)/(x2 - x1) = (6 -1)/(-6 --3) = 5/-3. then. use. y - y1 =. m (x - x1). which gives. y - 1 = -5/3(x - 3)

Step-by-step explanation:

Complementary angles, Supplementary angles, Vertical angles, Adjacent angles and Linear pairs these are the  5 Pre algebra angle.

To summarize 5 angle relationships in pre-algebra, we can discuss the following:

1. Complementary angles: These are two angles that add up to 90 degrees. To find a complementary angle, subtract the given angle from 90 degrees. For example, if the given angle is 30 degrees, its complementary angle is 60 degrees (90 - 30 = 60).

2. Supplementary angles: These are two angles that add up to 180 degrees. To find a supplementary angle, subtract the given angle from 180 degrees. For example, if the given angle is 120 degrees, its supplementary angle is 60 degrees (180 - 120 = 60).

3. Vertical angles: These are angles that are opposite each other when two lines intersect. Vertical angles are always equal. For example, if one angle measures 40 degrees, its vertical angle will also be 40 degrees.

4. Adjacent angles: These are angles that share a common side and vertex but do not overlap. Adjacent angles can be complementary, supplementary, or neither, depending on their degree measures.

5. Linear pairs: These are adjacent angles that add up to 180 degrees,

forming a straight line. Both angles in a linear pair are supplementary.

When working with angle relationships in pre-algebra, remember these

five concepts to help you find missing angle measurements and solve problems.

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Step-by-step explanation:

Volume of ice =   10 X 10 X 20 = 2000 cm^3

tank volume increase will be the same

   100 x 40 x HEIGHT = 2000

            Height = 2000/ ( 100 X 40) =  .5 cm height increase

The melting of the ice block would raise the water level in the tank by approximately 0.5 centimeters. This can be answered by the concept of Volume

To calculate the amount of water that would be displaced by the ice block, we need to first find its volume, which is 10 x 10 x 20 = 2000 cubic centimeters. Since 1 cubic centimeter of water has a mass of 1 gram, the mass of the ice block would be 2000 grams or 2 kilograms.

When the ice block melts, it will turn into water and occupy the same volume, which would displace an equal amount of water in the tank. The volume of the tank is 100 x 40 x h, where h is the increase in water level. Setting the volume of the ice block equal to the increase in the water level, we get:

2000 = 100 x 40 x h

h = 0.5 centimeters

Therefore, the melting of the ice block would raise the water level in the tank by approximately 0.5 centimeters.

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If a and c are both less than 0, the following statements must be true:

A. The graph of h will be reflected over the x-axis.

C. The vertex of h will be at (0, c).

Statement A is true because a negative value for "a" causes the parabola to open downwards, which reflects the graph over the x-axis.

Statement C is true because the x-coordinate of the vertex is always -b/2a, which in this case is -0/2a = 0, and the y-coordinate is "c", so the vertex is at (0,c).

Statement B is not necessarily true, as the sign of "c" does not affect the horizontal shift of the graph. If "c" were positive, the graph would shift downwards instead of upwards, but it would still be centered at x=0.

Statement D is not necessarily true, as the sign of "a" determines whether the graph is wider or narrower than the parent quadratic function. A negative value of "a" makes the graph narrower than the parent function, while a positive value of "a" makes it wider.

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The multiplier (z*) for a confidence level will remain the same, if sample proportion and confidence level is unchanged.

The multiplier of confidence interval is defined as the number of standard errors at the distance from mean. It is dependent on confidence level and sample data distribution.

Confidence levels refers to the certainty of correctness and preciseness of interval. It is expressed as percentage.

The increase in sample size decreases the standard error. Moreover, as the question states, the unchanged values of confidence interval and sample size are there, which makes the multiplier constant.

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Answer:

61st term = 547

Step-by-step explanation:

The formula for the nth term of an arithmetic sequence is

[tex]a_{n}=a_{1}+(n-1)d[/tex], where a1 is the first term, n is the term position (e.g., 1st or 61st) and d is the common difference.

We already know that a1 = 7 and the n = 61.  We can find the common difference by finding the difference of any two consecutive terms with the smaller term being subtracting from the larger:

Thus, if we use 7 and 16, our common difference (d) is:

d = 16 - 7 = 9

Now, we can simply plug in everything to the formula to find the 61st term:

[tex]a_{61}=7+(61-1)*9\\ a_{61}=7+60*9\\ a_{61}=7+540\\ a_{61}=547[/tex]