A tub of water is emptied at a rate of 3 gallons per minute. The equation y –12 = –3(x – 1) models the amount of water remaining, where x is time (in minutes) and y is the amount of water left (in gallons). Analyze the work shown below to determine the initial amount of water.

1. Solve for the y-variable.

y – 12 = –3(x – 1)

y – 12 = –3x + 3

y = –3x +15

2. Write the equation using function notation.

f(x) = –3x +15

The tub started with
gallons of water.

Answer:

m = 10

Step-by-step explanation:

Find 'n' first..... then pythag theorem for 'm'....

n is to 5    as  15 is to n

n/5   = 15/n

n^2 = 75     n = sqrt (75)

Then   m^2 =  n^2 + 5^2

            m^2 = 75  +  25       s-o-o-o-o:     m = 10

Answer:

I'd rather ask G.oogle

Step-by-step explanation:

btw brainliest me

Answer:

“two negatives = positive” rule works for multiplication and division.

Step-by-step explanation:

-5 + (-3) example

imagine a number line with 0 in the center. From (0) You move left 5 places to (-5) on the number line. Now you move another 3 more to the left (-3) and land on (-8).

You are combining the negatives. I hope this helps.

The area of the shape is 180 square feet if the length of the diagonals are 20 and 18 ft respectively, option (a) is correct.

It is defined as the four-sided polygon in geometry having four edges and four corners. Two pairs of congruent sides, and it has one pair of opposite congruent angles.

We know the area of the kite = pq/2

Where p and q are the length of the diagonals

p = 10+10 = 20 ft

q = 7+11 = 18 ft

Area = (20×18)/2

Area = 180 square feet

Thus, the area of the shape is 180 square feet if the length of the diagonals are 20 and 18 ft respectively option (a) is correct.

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Answer:

To graph [tex]y=ax^2[/tex], you stretch or compress the graph of [tex]y=x^2[/tex] vertically by a factor of a.  If [tex]a < 0[/tex], the parabola is also reflected in the x-axis.

To graph [tex]y=ax^2[/tex], you stretch or compress the graph of [tex]y=x^2[/tex] vertically by a factor of a.  If [tex]a > 1[/tex] or [tex]a < -1[/tex], the graph is stretched vertically by a factor of a.

To graph [tex]y=(x-h)^2[/tex], you translate the graph of [tex]y=x^2[/tex] horizontally h units.  If [tex]h < 0[/tex], the graph is translated h units to the left.

#39

Then

The parabola is reflected about x axis

#40

a>1 or a<-1

Theis should be vertically streched by factor a

*41

horizontal translation=hunits

So the graph is shifted h units left

The value of the cos P + cos Q is 7/5 if sin Q = 4/5 after applying the identities of trigonometric.

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We know that:

P + Q are complementary, which means that

P+Q = 90°

Then R is a right angle, i.e. it measures 90°.

sin(90-x) = cos (x)

cos(90-x) = sin (x)

Then sinQ = 4/5  

cos(90-Q) = cosP = 4/5

Now sin²(P) + cos²(P) = 1

sin²(P) = 1 - cos²(P)

sin²(P) = 1 -[4/5]² =9/25

sin(P) = 3/5

cos(Q) = sin(P) = 3/5

cos(P) + cos(Q) = 4/5 + 3/5 = 7/5

Thus, the value of the cos P + cos Q is 7/5 if sin Q = 4/5 after applying the identities of trigonometric.

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The probability of spinning a green, spinning a purple, and then flipping a coin that lands on tails will be 0.02

From the information given, the probability of spinning a green, spinning a purple, and then flipping a coin that lands on tails will be calculated thus:

= 1/5 × 1/5 × 1/2

= 0.2 × 0.2 × 0.5

= 0.02.

Therefore, the probability is 0.02.

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The values of n that either player has a winning strategy is when the number of points are odd such as 3:-

The game is begun by A and then its chance of B to play the game alternatively, then all the possible moves are 1,2; 2,3; 1,3 in which all possible pairs are selected.

If the game end on an even number of moves then the game is won by A. For B to win, these points should be connected at the very end of the game.

Similarly, for even number of moves B wins the game when number of points is odd.

If the number of points is even the opposite of this happens that is, for even moves B wins and for odd number of moves A wins.

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Answer + Step-by-step explanation:

GRASS method is an acronym for Given, Required, Analysis, Solution, and Statement.

Given:

Required:

Analysis:

50 (total) = x + 1/4 + 5/8 than solve for x

how much money leftover (x)

= total - spent on gif card - spent on new wallet

x = 50 - 1 / 4 - 5 / 8

Solution:

x = 50 - 1/4 - 5/8

x = 50 - 12.5 - 5/8

x = 50 - 12.5 - 31.25

x = 6.25

Statement:

We found that the leftover amount is $6.25.

Therefore, the leftover amount of money with a starting amount of $50.00 and purchasing a gift card and new wallet is in fact $6.25.

Answer:

13.5

Step-by-step explanation:

speed  = distance/time

let the time be x

40 = 9/x

so, x = 9/40

to convert it  into minutes,

(9/40)*60 = x

(9*60)/40 = x

540/40 =x

54/4 = x

27/2  = x

13.5 = x

hope this helps :)

Answer:

27/2 is the answer

If the shape A is translated four squares right and two squares up, the resulting coordinate point will be at (-3, 6), (-3, 3) and (-1, 3)

Translation is a way of changing the position of an object on the xy plane

Given the coordinates of the vertices (1, 4), (1, 1), (3,1)

If the shape A is translated four squares right and two squares up, the resulting coordinate point will be at (-3, 6), (-3, 3) and (-1, 3)

Note that 4 was subtracted from the x-axis and 2 added to the y-coordinates.

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Answer:

Isolate the variable by dividing each side by factors that don't contain the variable.

Inequality Form:

x

≥

9

Interval Notation:

[

9

,

∞

)

Step-by-step explanation:

Answer:

Sasha has used the theoretical probability which assumes that all the possibilities have an equal chance of occurring but in reality, the chances of each probability happening are not going to be equally split with the chances of the bus being on time being slightly higher than being early or late. This is called the experimental probability where you actually test out the probability of the bus being on time, early or late which is much more accurate than the general, theoretical probability.

Answer:

a=-3

Step-by-step explanation:

5a+a=-10-8

6a=-18

a=-18/6

a=-3

Answer:

  a = -3

Step-by-step explanation:

This is a linear equation in one variable that has a constant term and a variable term on each side of the equal sign. It can be solved in 3 steps, so can be called a "3-step equation."

The three steps involve separating the variable and constant terms, then dividing by the variable's coefficient.

__

  -a -10 = 5a +8 . . . . . . given

To separate the variable and constant terms, we eliminate one of the variable terms by adding its opposite to both sides of the equation. It is generally convenient to choose the variable term with the lowest coefficient value. When we add the opposite of that to both sides of the equation, the resulting variable term will have a positive coefficient. (Dealing with positive numbers generally reduces errors.)

Here the two variable terms are -a and 5a. The coefficient -1 is less than the coefficient 5, so we choose to add the opposite of -a to both sides.

  -a +a -10 = 5a +a +8 . . . . . add a to both sides

  -10 = 6a +8 . . . . . . . . . . . simplify

Now there is only one variable term, but it has a constant added to it. We can eliminate that constant by adding its opposite.

  -10 -8 = 6a +8 -8 . . . . . add -8 to both sides

  -18 = 6a . . . . . . . . . . . simplify

This equation gives us the value of a multiple of the variable (6a). To get the variable by itself, we multiply by the reciprocal of the variable's coefficient. The product of the coefficient and its reciprocal is 1, so we will have the variable alone.

Multiplying by 1/6 is the same as dividing by 6. Often, it is easier to think in terms of division. However, when the coefficient is a fraction, it can be useful to think in terms of multiplying by the reciprocal of that fraction.

  (1/6)(-18) = (1/6)(6a) . . . . . . multiply by 1/6

  -3 = a . . . . . . . . . . . . . . . simplify

The solution to the equation is a = -3.

_____

Additional comment

When we say "add" or "multiply" the equation by some number, we mean that operation to be performed on both sides of the equation. The properties of equality say we can do whatever we like to an equation, as long as we do the same thing to both sides of the equation.

Answer:

I assume ur asking for x and y

Step-by-step explanation:

[tex]3x + 2y = 39 \: \: \: \: \: 1 \ \\ \ 5x - y = 13 \: \: \: \: \: \: \: \: 2 \\ y = 5x - 13 \: \: \: \: \: \: \: \: 3 \\ 3 > 1 \\ 3x+ 2(5x - 13) = 39 \\ 3x + 10x - 26 = 39 \\ 13x = 39 + 26 \: \: \: \: \: \: ( \div 13) \\ x = 5 \\ x = 5 > 3 \\ y = 5(5) - 13 \\ y = 12[/tex]

Answer:

(5, 12 )

Step-by-step explanation:

3x + 2y = 39 → (1)

5x - y = 13 → (2)

multiplying (2) by 2 and adding to (1) will eliminate y

10x - 2y = 26 → (3)

add (1) and (3) term by term to eliminate y

13x + 0 = 65

13x = 65 ( divide both sides by 13 )

x = 5

substitute x = 5 into either of the 2 equations and solve for y

substituting into (1)

3(5) + 2y = 39

15 + 2y = 39 ( subtract 15 from both sides )

2y = 24 ( divide both sides by 2 )

y = 12

solution is (5, 12 )

Answer: the answer is C

Step-by-step explanation:

Hi student, let me help you out! :)

. . . . . . .  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

We are asked to describe the graph shown in the attached picture.

[tex]\triangle~\fbox{\bf{KEY:}}[/tex]

Please see below! ^^

[tex]\boxed{\mathrm{Yes}}[/tex] ⇒ It passes the Vertical Line Test (Draw a vertical line through the graph; if the line touches the graph once (only once), then the graph is a function.

[tex]\boxed{\mathrm{No}}[/tex] ⇒ It doesn't pass the Vertical line test. The line touches the graph more than once.

[tex]\underline{\rule{50}{1}}[/tex]

Since the line touches the graph only once, this graph is a function, and Option A. is not right; we can cross it out.

One down, three to go! ^^

[tex]\boxed{\mathrm{Yes}}[/tex] ⇒ It passes the horizontal line test; it touches the graph only once.

[tex]\boxed{\mathrm{No}}[/tex] ⇒ It doesn't pass the test; the line touches the graph

[tex]\underline{\rule{50}{1}}[/tex]

Since a horizontal line touches the graph more than once, this function is not one-to-one.

Option B. isn't right either.

Two down, two to go! ^^

However, look what Option C. is. The graph we're given is indeed a function, and it's not one-to-one.

So I choose Option C.

Let's ensure our answer is correct by checking the last option:

[tex]\boxed{\mathrm{Yes}}[/tex] ⇒ Its graph is a straight line.

[tex]\boxed{\mathrm{No}}[/tex] ⇒ Its graph isn't a straight line.

[tex]\underline{\rule{50}{1}}[/tex]

As we can see, the given graph is not a staight line; thus, Option D. is also wrong.

Thus, Option C. is the correct answer.

Hope it helps you out! :)

Ask in comments if any queries arise.

#StudyWithBrainly

~Just a smiley person helping fellow students :)

Answer:

the value of x is 12 and the measure of angle MNQ is 23

Answer:

9 is 15% of 60.

Step-by-step explanation:

[tex]\text{Formula}=\frac{\text{Number x 100}}{\text{Percent}} =\frac{9 \times100}{15} =60[/tex]

Following shows the steps on how to derive this formula and find out 15% of what number is 9.

Step 1: If 15% of a number is 9, then what is 100% of that number? Setup the equation.

[tex]\frac{9}{15} = \frac{Y}{100}[/tex]%

Step 2: Solve for Y

Using cross multiplication of two fractions, we get

[tex]15Y=6\times100\\15Y=600[/tex]

Y = [tex]\frac{600}{100} =60[/tex]

The requried 15% of 60 is equal to 9, as of the given percentage situation.

The percentage is the ratio of the composition of matter to the overall composition of matter multiplied by 100.

Here,
To find the number that 15% of is equal to 9, we can set up a proportion:

15% of x = 9

Converting 15% to a decimal:

0.15x = 9

Dividing both sides by 0.15 gives:

x = 60

Therefore, 15% of 60 is equal to 9.

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Answer:

Point C

Step-by-step explanation:

Answer: Point C

Step-by-step explanation: I hope this helped! :D

An equation is formed of two equal expressions. The equation of the perpendicular bisector is y=(1/3)x.

An equation is formed when two equal expressions are equated together with the help of an equal sign '='.

The equation of the line that passes through  (2, 4), (3, 1), and (4,-2), are,

m = (4-1)/(2-3) = 3/-1 = -3

Since the product of the slope of two perpendicular lines is -1. The slope of the perpendicular line is,

m₁m₂ = -1

(-3) m₂ = -1

m₂ = 1/3

Since the line is the perpendicular bisector it will pass through midpoint,

1 = (1/3)(3) + C

1 = 1 + C

C = 0

Hence, the equation of the perpendicular bisector is y=(1/3)x.

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Answer:

[tex]16x^{5} + 16x^{4}[/tex]

Answer:

17/10 or 1 7/10

Step-by-step explanation:

Step 1: Write down the number as a fraction of one:

1.7 = 1.7/1

Step 2: Multiply both top and bottom by 10 for every number after the decimal point:

As we have 1 numbers after the decimal point, we multiply both numerator and denominator by 10. So,

1.7/1

= (1.7 × 10)/ (1 × 10)

= 17/10

(This fraction is alread reduced, We can't reduce it any further).

As the numerator is greater than the denominator, we have an IMPROPER fraction, so we can also express it as a MIXED NUMBER, thus 17/

10 is also equal to 1 7/10 when expressed as a mixed number.

Answer:

16/25 or 0.64

Step-by-step explanation:

First we separate the 5 from 5√x :

4 = 5×√x

Now we divide both sides by 5 :

4/5 = √x

Now we square both sides :

(4/5)² = x

Simplify :

16/25 = x

0.64 = x

Hope this helped and brainliest please

Step-by-step explanation:

it is very simple :

the midpoint coordinates are created as the midpoint of the x coordinates, and the midpoint of the y coordinates.

the x coordinate of the midpoint is

(0 + 10)/2 = 10/2 = 5

the y coordinate of the midpoint is

(-2 + -6)/2 = -8/2 = -4