Translate each sentence into an equation!!!

1)Seven more than six times a number is 17.
2)Four less than five times a number is 11.
3)Six times the quantity, x-2, is 24.
4)Three less than six times a number is five more than twice the number.
5)Two more than the product of -3 and a number is 11.

Answer:

3 hour and 245 minutes

2 hour and 165 minutes

4 hour and 270minutes

4 hour and 285 minutes

Step-by-step explanation:

i hope it helps you....

As a result, it may be shown that the answer to the algorithm problem at hand is a halting problem, which is indecidable and thus impossible to solve.

No matter the circumstance, algorithms are fundamentally problem solvers of expression ; they exist to identify, resolve, and frequently automate of solution to a specific problem. Algorithms are frequently introduced in area introductory textbooks by characterizing them as "a series of steps to complete a problem."

Here,

one of the most common problems that hasn't been solved is the stopping problem. It asks the following question:

Does M come to a standstill when given the input w for any Turing machine with the parameters alphabet = a, b, and any string w over

It can be shown that the halting problem cannot be resolved since it is indecisive.

As a result, it may be shown that the answer to the algorithmic problem at hand is a halting problem, which is indecidable and thus impossible to solve.

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It can be written in standard form as [tex]5x^2-2+3[/tex] and the degree of polynomial is 2 with leading coefficient as 2.5.

Ax+By=C is the usual form for two-variable linear equations. A standard form linear equation is, for instance, 2x+3y=5. When an equation is given in this format, finding both intercepts is fairly simple (x and y). When attempting to solve systems of two linear equations, this form is also very helpful.

The values on which mathematical operations take place in an algebraic expression are known as terms in mathematics. Let's explain with the help of a term example. This algebraic expression has terms 8x and 9, respectively.

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Answer:

92

Step-by-step explanation:

Max= biggest number, surely?

Answer:

2

Step-by-step explanation:

(,)=?

(,)=(5,2)

=5!(2!(5−2)!)

=5!2!×3!

= 10

Answer:

53.57%

Step-by-step explanation:

P(boy) = 15/28 which is 53.57%

Answer:

1.87

Step-by-step explanation:

I found another brainly answer to this question.

Answer:

u can download the gauthmath app it's very helpful i PROMISE :)

Answer: Answer: −9±√−255/ 24

Step-by-step explanation:

12a2+9a+7=0

a=12, b=9, c=7

12a^2+9a+7=0

a=12, b=9, c=7.

−b±√b2−4ac/ 2a

−(9)±√(9)2−4(12)(7)/ 2(12)

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

The sum of the angles of a triangle must always add up to 180 degrees. To determine if a set of angles can form a triangle, add the angles together. If the sum is 180, the angles can form a triangle. In this case, 30 + 60 + 90 = 180, which does not equal 180. Therefore, these angles cannot form a triangle.

No, the sum of the angles of a triangle must add up to 180 degrees. 30 + 60 + 90 = 180, so these angles cannot form a triangle.

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Answer:

-15

Step-by-step explanation:

3x-16+3x=9x+29

3x+3x-16=9x+29

6x-16=9x+29

6x-9x-16=29

-3x-16=29

-3x=29+16

-3x=45

x=45/-3

x=-15

On solving the provided question, we can say that - The provided arithmetic sequence's 66th term is -950.

An arithmetic sequence is a set of integers that are ordered and have a common difference between each following word.An ordered group of integers with a shared difference between each word is known as an arithmetic sequence.

The given arithmetic sequence is,

25, 10, -5, .....

The sequence's initial word, a, equals 25, while the common difference, d, equals -15.

Use the formula nth term of arithmetic series = a+ (n-1)d to determine the 66th term of the sequence.

66th term =

[tex]25 + (66-1)(-15)\\ = 25 + 65× (-15)\\ = 25 - 975\\ = -950\\[/tex]

The 66th term of the arithmetic sequence is -950.

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Answer:

The area of the resulting two-dimensional cross-section is 12 cm².

Step-by-step explanation:

The area of the cross-section of the right rectangular prism, parallel to the base, is given by the area of a rectangle:

[tex] A_{cs} = A_{r} = a*b [/tex]

Where:

[tex] A_{cs}[/tex]: is the area of the cross-section

[tex] A_{r} [/tex]: is the area of a rectangle

a: is the length of one side of the rectangle = 4 cm

b: is the length of the other side of the rectangle = 3 cm

Hence, the area of the cross-section is:

[tex] A_{cs} = a*b = 4 cm*3 cm = 12 cm^{2} [/tex]      

Therefore, the area of the resulting two-dimensional cross-section is 12 cm².      

I hope it helps you!                    

Answer:

sheeeeeeeeeesh

Step-by-step explanation:

Answer:

y = -4/5x +1

Step-by-step explanation:

Slope formula says that y=mx+b.

In terms of words, it means that y is equivalent to slope times x plus the y-intercept.

Slope= rise/run. You rise 4 and run 5. (which is 4/5) However, the slope is negative so be careful with that.

We know the y intercept is 1 so replace that for b.

Put it together and you get y=-4/5x+1

hope this helps!!

Answer:

Step-by-step explanation:

Answer:

Maximum

Step-by-step explanation:

Answer:

(-2, -3)

Maximum

Step-by-step explanation:

The vertex of a parabola is the highest or lowest point,

(-2, -3)

Maximum

The length of the cuboid is 56 cm.

The breadth of the cuboid is 40 cm.

The height of the cuboid is 16 cm.

A cuboid is a three-dimensional shape where the volume is given by

Length x width x height.

We have,

Volume of a cuboid = 35840 cm³

The ratio of length, breadth, and height of the cuboid = 7:5:2

This means,

Length = 7x

Breadth = 5x

Height = 2x

Now,

(7x)(5x)(2x) = 35840

70x³ = 35840

x³ = 512

x = ∛512

x = 8

Now,

Length = 7x = 7 x 8 = 56 cm

Breadth = 5x = 5 x 8 = 40 cm

Height = 2x = 2 x 8 = 16 cm

Thus,

The length, breadth, and height of the cuboid are 56cm, 40cm, and 16 cm.

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Answer:

The systems that are guaranteed have the solution (3, -1) are;

a.) (P + F)·x + (Q + G)·y = R + H

F·x + G·y = H

d.) P·x + Q·y = R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

e) P·x + Q·y = R

5·F·x + 5·G·y = 5·H

Step-by-step explanation:

The given system of equation are;

a) P·x + Q·y = R...(1)

F·x + G·y = H...(2)

The solution of the system of equation = (3, -1)

Adding equation (1) to equation (2) gives;

P·x + Q·y + F·x + G·y = R + H

(P + F)·x + (Q + G)·y = R + H...(3)

Therefore, given that equation (3) is obtained from equation (1) and (2) by addition, equation (3), (P + F)·x + (Q + G)·y = R + H, we have;

The system of  equation;

(P + F)·x + (Q + G)·y = R + H

F·x + G·y = H, derived from the given system of equation Is bound to have the same same solution (3, -1) as the given system of equation

d.) By multiplying equation (1) by 2, we have;

2 × (P·x + Q·y) = 2 × R

2·P·x + 2·Q·y = 2·R...(4)

Subtracting equation (4) from equation (2) gives;

F·x + G·y - (2·P·x + 2·Q·y) = H - 2·R

F·x - 2·P·x + G·y - 2·Q·y = H - 2·R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

Therefore, for the following system, obtained from the original system, we have that the solution is (3, -1);

P·x + Q·y = R

(F - 2·P)·x + (G - 2·Q)·y = H - 2·R

e) For the system of equation, we have;

P·x + Q·y = R

5·F·x + 5·G·y = 5·H

The above system of equation is obtained from the original system by multiplying equation (2) by 5, therefore the solution of the system P·x + Q·y = R, 5·F·x + 5·G·y = 5·H is the same as the solution for the original system of equations (3, -1).

Answer:

The Answer is A. 8

Explanation:

For Answer Choice A:

There's nothing to explain here. It's just the number 8.

For Answer Choice B:

2 · 2 · 2 · 2 is 16. That symbol ( · ) is another way of writing the multiplication symbol. So this problem is essentially 2 x 2 x 2 x 2, which equals 16.

For Answer Choice C:

Well, this one needs no explanation either. It's just the number 16.

For Answer Choice D:

[tex]2^{4}[/tex] is also equal to 16. I'm too lazy to explain how to do this one so yea.  

Hope this helps you. Uh, yea. Have a good day? omg I'm so tired

Answer:

the answer is 10 5. you welcome

On solving the provided question, we got to know that he fraction  can bake 200/57 loaves or 3 29/57 loafs.

Mathematically speaking, fractions are represented by integers that indicate a portion of a whole. In the same way that a whole can be any quantity, value, or object, a fraction can be a portion or subset of any quantity of a whole. As an example, let's try to comprehend this idea. The pizza in the picture below is cut into 8 equally sized pieces. The chosen slice of pizza might now be expressed as 1/8 if we wanted to. This indicates that we are talking about one of eight equally sized sections. It denotes a ratio of 1/8. Reading options include: One-eighth, or

1 by 8

13 1/3 divided by 3 4/5

Let's first convert these mixed numbers to incorrect fractions.

13  1/3 =  13(3) + 1 = 39 + 1 = 40/3

3 4/5 = 3(5) + 4= 19/5

Now that we have divided 40/3 by 19/5, we can just switch the operation to multiplication and flip the second fraction because we know how to divide fractions.

40/3 x 5/19 = 200/57

he can bake 200/57 loaves or 3 29/57 loafs.

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Answer:

Step-by-step explanation:

P of red or green = (40 red+ 10 green)/ (40 red +50 yellow+10 green)

= 50/ 100= 1/2

To read a linear equation, first, identify the constants and the variable, then determine the coefficient of the variable.

A linear equation is an equation that contains two variables and can be written in the form of ax + b = 0, where 'a' and 'b' are constants and 'x' is the variable.  This coefficient will indicate how the variable is related to the constants. Then, solve the equation by isolating the variable to determine its value.

To read a linear equation, start by identifying the constants and the variable. The constant is the numerical value that is not connected to the variable. For example, in the equation "2x + 4 = 0", the constants are '2' and '4'. The variable is the letter that represents the values that can change. In this equation, the variable is 'x'.

Next, determine the coefficient of the variable. The coefficient is the numerical value in front of the variable. It represents how the variable is related to the constants. In this example, the coefficient of 'x' is '2'. This means that the value of 'x' will be twice as much as the constants.

Once the constants, variables, and coefficients have been identified, the equation can be solved.

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Answer:

0.056

Step-by-step explanation:

75 / T4.2= 0.056

Answer:

tan(θ) is undefined.

Step-by-step explanation:

Recall that tan(θ) = sin(θ) / cos(θ). We are given that sin(θ) = -1. Hence:

[tex]\displaystyle \tan\theta=\frac{\sin\theta}{\cos\theta}=-\frac{1}{\cos\theta}[/tex]

Since 1 / cos(θ) = sec(θ):

[tex]\tan\theta=-\sec\theta[/tex]

We can square both sides:

[tex]\tan^2\theta=\sec^2\theta[/tex]

From the Pythagorean Identity:

[tex]\tan^2\theta+1=\sec^2\theta[/tex]

Substitute:

[tex]\tan^2\theta+1=\tan^2\theta[/tex]

So:

[tex]1\neq0[/tex]

Since we acquire an untrue statement, no solutions exist.

If needed, refer to the unit circle. Recall that sin(θ) only equals -1 when θ = 3π/2 (on the interval [0, 2π)). At 3π/2, cos(θ) = 0. Since tan(θ) = sin(θ) / cos(θ), tan(θ) is undefined whenever sin(θ) = -1 (or 1).

Answer:

The answer is A

Step-by-step explanation:

When looking at this image, look at A, notice how it says y and the equal to symbol is facing it? then notice at the end of answer a is -4, look at the graph and the line intercepts -4, remeber, the end number, whether positive or negative will always be the on the y axis

Answer:

1/3 and 5/7. that's number one I think

Answer:

150-c

Step-by-step explanation:

150= total

c= children

adults=x

x=150-c

Answer:

Your answer will be D. He knows that 30 × 16 is 5 then multiples 5 by 5 to get 25.

Answer:

by using sine rule and cosine rule.