find the values of x and y

Answer:

4x+7=3x+7

Step-by-step explanation:

4x+(7-7)=3x+(7-7)

4x=3x

Step-by-step explanation:

the area of a triangle is

baseline × height / 2

our baseline here is

5 + 9 = 14 ft.

the height is 12 ft.

so, the area is

14×12 / 2 = 14×6 = 84 ft²

The statement that is not true concerning PivotTables in Excel is b. PivotTables summarize data for two variables. PivotTables can summarize data for multiple variables, not just two.

PivotTables allow you to analyze and summarize data from various perspectives, including multiple variables, by grouping, filtering, and calculating values based on different criteria. They provide flexibility in summarizing and organizing data in a tabular format, making it easier to extract insights and perform data analysis efficiently.

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C. 0.0335 mm to 0.0345 mm

Step-by-step explanation:

The least significant digit of Craig's measurement is in the 0.001 mm place. The error in the measurement is presumed to fall within half that value either side of Craig's measurement. So, the actual value is expected to be in the range ...

0.034 - 0.0005 = 0.0335

to

0.034 + 0.0005 = 0.0345

The measurement is presumed to be in the range 0.0335 mm to 0.0345 mm.

Answer:

C

Step-by-step explanation:

cuz...just trust me

Answer:

40-8=32

Step-by-step explanation:

there was 40 then 8 of them failed that is telling u to subtract

Answer:

the first set

Step-by-step explanation:

y = 8x − 2

to see which of the following represent the right input and out put substitute the amount of x in the equation and see it you get the same output .

x        y=8x-2              y

0       8(0)-2               -2

1         8(1)-2               6

2        8(2)-2              14

The equation (2 + 2i)^2 - 9(2 - 2i) = 0 can be written in polar form as r^2e^(2θi) - 9re^(-2θi) = 0.


To convert the equation to polar form, we need to express the complex numbers in terms of their magnitude (r) and argument (θ).

Let's start by expanding the equation:
(2 + 2i)^2 - 9(2 - 2i) = 0
(4 + 8i + 4i^2) - (18 - 18i) = 0
(4 + 8i - 4) - (18 - 18i) = 0
(8i - 14) - (-18 + 18i) = 0
8i - 14 + 18 - 18i = 0
4i + 4 = 0

Now, we can write this equation in polar form:
4i + 4 = 0
4(re^(iθ)) + 4 = 0
4e^(iθ) = -4
e^(iθ) = -1

To find the polar form, we determine the argument (θ) that satisfies e^(iθ) = -1. We know that e^(iπ) = -1, so θ = π.

Therefore, the equation (2 + 2i)^2 - 9(2 - 2i) = 0 can be written in polar form as r^2e^(2θi) - 9re^(-2θi) = 0, where r is the magnitude and θ is the argument (θ = π in this case).

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Answer:

The answer is $90.

Step-by-step explanation:

150%×60

150/100×60

3/2×60

3×30

=90

Hope this helps and if you could mark this as brainliest. Thanks!

Answer:

$100

Step-by-step explanation:

350/7=50

50x2=100

Answer:it’s an unknown number

Step-by-step explanation:

Answer:

\(\left(m+2\right)\left(n^2+2n+m+1\right)\)

Step-by-step explanation:

Hoooo boy.

This is a long one.

But let's do it!!!!

Apply exponent rule: \(\:a^{b+c}=a^ba^c\)

Answer:

B 9, -9

Step-by-step explanation:

x^2 - 81 = 0

Add 81 to each side

x^2 = 81

Take the square root of each side

sqrt(x^2) = sqrt(81)

x = ±9

(a) False. A situation where everyone is playing a dominant strategy does not necessarily guarantee a Nash equilibrium.

(b) False. In a Nash equilibrium, players may or may not be playing a dominant strategy.

(c) Not necessarily true. A two-person game with only two strategies for each player can have more than one Nash equilibrium.

(d) True. Without specific details about the game provided,

(e) False. In the game of matching pennies, if player 2 plays (1/2∘H,1/2∘T)

(a) False. A situation where everyone is playing a dominant strategy does not necessarily guarantee a Nash equilibrium. A Nash equilibrium occurs when no player can unilaterally change their strategy to improve their own payoff, regardless of what other players do. It is possible for a situation with dominant strategies for each player to result in a Nash equilibrium, but it is not a guarantee.

(b) False. In a Nash equilibrium, players may or may not be playing a dominant strategy. A Nash equilibrium simply represents a stable outcome where no player has an incentive to deviate from their chosen strategy given the strategies chosen by others. Players could be playing non-dominant strategies and still reach a Nash equilibrium.

(c) Not necessarily true. A two-person game with only two strategies for each player can have more than one Nash equilibrium. The number of Nash equilibria is not solely determined by the number of strategies available to each player but also depends on the payoffs and interactions between the strategies chosen by each player.

(d) True. Without specific details about the game provided, we cannot definitively determine if there exists only one pure-strategy equilibrium. However, if it is stated that there is only one pure-strategy equilibrium, then the statement would be true.

(e) False. In the game of matching pennies, if player 2 plays (1/2∘H,1/2∘T) with equal probability, player 1 does not strictly prefer playing (1/2∘H,1/2∘T) over playing either H or T with probability 1. Player 1's preferred strategy would depend on their own payoffs and the corresponding payoffs associated with the opponent's strategies. Without additional information about the payoffs in the game, we cannot make a definitive judgment on player 1's preferences.

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The standard deviation is relatively small when the data are all concentrated close to the mean, exhibiting little variation or spread.

The standard deviation could be a degree of the changeability or spread of a set of information. It is calculated by finding the square root of the normal of the squared contrasts between each information point and the cruel(mean).

In other words, it tells us how much the information values are scattered around the mean.

When the information is all concentrated near the cruel(mean), it implies that the contrasts between each information point and the cruel are moderately little.

This comes about in a little while of squared contrasts, which in turn leads to a little standard deviation. On the other hand, when the information is more spread out, it implies that the contrasts between each information point and the cruel are bigger.

This comes about in a bigger entirety of squared contrasts, which in turn leads to a bigger standard deviation.

For case, let's consider two sets of information:

Set A and Set B.

Set A:

2, 3, 4, 5, 6

Set B:

1, 3, 5, 7, 9

Both sets have the same cruel(mean) (4.0), but Set A encompasses a littler standard deviation (1.4) than Set B (2.8).

This is because the information values in Set A are all moderately near to the cruel(mean), while the information values in Set B are more spread out.

Subsequently, we will say that the standard deviation is generally small when the information is all concentrated near the mean, showing a small variety or spread.

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Step-by-step explanation:

10xy^2-5by^2+2ax^2-abx =

5y²(2x -b) + ax(2x -b) =

(5y²+ax) (2x-b)

Answer:

10xy^2

Step-by-step explanation:

10xy ^ 2-5by ^ 2 + 2ax ^ 2-abx

(10xy^2-5by^2)+(2ax^2-abx)

=5y² (2x -b) + ax (2x -b)  

=( 5 y ² + ax ()2 x--b

The correct answer is option E. 900. Thye match can be scheduled in 900 different ways.

We can begin by assigning person A an opponent for each of the six games. Label the players on the first team as A, B, and C, and the players on the second team as X, Y, and Z.  Since A has to play each of X, Y, and Z twice, there are \($\frac{6!}{2!2!2!} = 90$\) ways to do this. We can multiply by 90 after assuming that A's opponents in the six rounds are X, X, Y, Y, Z, and Z.

It is important to keep in mind that the opponents for C are the remaining opponents after the opponents for A and B have been selected in each round, so there is only one valid assignment for them. As a result, all that is required of us is to assign the opponents to B. This is equivalent to determining the number of permutations of X, Y, and Z in which there are no Xs in the first two spots, Ys in the next two spots, or Zs in the final two spots.

Due to the fact that there is only one way to write down the Z's (the two spots that remain), we can use casework to determine this.

There is only one way to assign spots to Y if Xs are placed in the middle and last spots. There must be a Z in one of the last two spots, which is invalid if it is left empty.

Finally, if one X was placed in one of the middle two spots and one X was placed in one of the last two spots, there are  \($2\cdot2\)  ways to assign spots to X and \($2\cdot1$\)  ways to assign spots to Y (one of the first two spots and the remaining spot in the last 2). If Xs are placed in the last two spots, then there is only one way to assign spots to Y.

There are \($1+1+2\cdot2\cdot2\cdot1 = 10$\) ways to assign opponents to B and \($90\cdot10 = 900$\) ways to order the games.

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Complete Question:

Central High School is competing against Northern High School in a backgammon match. Each school has three players, and the contest rules require that each player play two games against each of the other school's players. The match takes place in six rounds, with three games played simultaneously in each round. In how many different ways can the match be scheduled?

\($\textbf{(A)}\ 540\qquad\textbf{(B)}\ 600\qquad\textbf{(C)}\ 720\qquad\textbf{(D)}\ 810\qquad\textbf{(E)}\ 900$\)

The final cost of the item after a 35% discount and 9.8% sales tax is $53.54.

The given problem is related to percentage discounts and sales tax and can be solved using the following steps:

Step 1: Firstly, we need to determine the discount amount, which is 35% of the original price. Let's calculate it. Discount = 35% of the original price = 0.35 x $75 = $26.25

Step 2: Now, we will calculate the new price after the discount by subtracting the discount amount from the original price.New Price = Original Price - Discount AmountNew Price = $75 - $26.25 = $48.75

Step 3: Next, we need to calculate the amount of sales tax. Sales Tax = 9.8% of New Price Sales Tax = 0.098 x $48.75 = $4.79

Step 4: Finally, we will calculate the final cost of the item by adding the new price and the sales tax.

Final Cost = New Price + Sales Tax Final Cost = $48.75 + $4.79 = $53.54

Therefore, the final cost of the item after a 35% discount and 9.8% sales tax is $53.54.I hope this helps!

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Answer:

76%

Step-by-step explanation:

In order to find the answer to this question you must divide the output of dividing 42 and 32 by 100 to receive the answer.

42/32

42/32=1.3125    

100=1.3125*x      

100/1.3125=x

76.1904761905=x

x=76.1904761905

Hope this helps.

Answer: 120

Step-by-step explanation:

first you distribute 5 to 11 and -17 to get (55 - 85) then you distribute 6 to 14 and -7 to now get (55-85) + (84-42) then you distribute -12 to 2 and 7 to now have (55-85) + (84-42) - ( -24 + -84) to get 120 you multiple when you distruibute for these cause its outside the parenthesis so you multiply the number by everything in the parenthesis

Step-by-step explanation:

To find the angle between a line and the x-axis, we need to calculate the slope of the line first. The slope of a line passing through two points (x₁, y₁) and (x₂, y₂) is given by the formula:

m = (y₂ - y₁) / (x₂ - x₁)

Using the points (-2, 2) and (8, 9), we can substitute the values into the formula:

m = (9 - 2) / (8 - (-2))

= 7 / 10

= 0.7

The slope of the line is 0.7. The angle between the line and the x-axis can be found using the inverse tangent (arctan) function. The tangent of an angle is equal to the slope of the line, so we can write:

tan(θ) = 0.7

Taking the inverse tangent of both sides, we find:

θ = arctan(0.7)

Using a calculator, we can evaluate this to be approximately:

θ ≈ 35.87 degrees

Therefore, the angle between the line and the x-axis is approximately 35.87 degrees.

Answer:

Step-by-step explanation:

b) Figure 1 is 2² = 4 (which is also 2x2=4 or if you count all the squares = 4)

Figure 2 is 3² = 9 (which is also 3x3=9 or if you count all the squares = 9 )

Figure 3 is 4² = 16 (which is also 4x4=16 or if you count all the squares = 16 )

Figure 4 is 5² =25(which is also 5x5=25 or if you count all the squares = 25)

Figure 5 is 6² = 36(which is also 6x6=36 or if you count all the squares =36)

c) Figure 1 add squares in a horizontal row which is your x-coordinate (2)

then add squares in a vertical row which is your y-coordinate (2)

so (x,y) = (2,2). Graph those points. Do the same for each and your line is a diagonal straight line traveling diagonally upward equally.

f) Equation: a² = a x a

Answer:

12) x= 21

13) x = 1

14) x = 9

15) x = 1

Step-by-step explanation:

Here, we are being asked to solve the given equations and check our work.

To check the work, we need to substitute the found value of x into the equation to check if it makes a true and correct statement.

12) Solve for x:

\(\sf 12)\ \dfrac{2}{3}x + 2 = 16\ \textsf{[subtract 2 from both sides]}\\\\\implies \dfrac{2}{3}x + 2 - 2 = 16 - 2\\\\\implies \dfrac{2}{3}x = 14\ \textsf{[multiply both sides by 3]}\\\\\implies 3\left(\dfrac{2}{3}\right)x = 14(3)\\\\\implies 2x = 42\ \textsf{[divide both sides by 2]}\\\\\implies \dfrac{2x}{2}=\dfrac{42}{2}\\\\\implies \boxed{\sf x = 21}\)

Check your work:

\(\sf \dfrac{2}{3}x + 2 = 16\ \textsf{[substitute 21 for the value of x]}\\\\\implies \dfrac{2}{3}(21) + 2 = 16\ \textsf{[multiply]}\\\\\implies \dfrac{42}{3} + 2 = 16\ \textsf{[divide]}\\\\\implies 14 + 2 = 16\ \textsf{[add]}\\\\\implies 16 = 16\ \checkmark \textsf{[true statement]}\)

13) Solve for x:

\(\sf 13)\ \dfrac{x}{2} + \dfrac{x}{3} = \dfrac{5}{6}\ \textsf{[multiply both sides by 6 - LCM of 2, 3, and 6]}\\\\\implies 6\left(\dfrac{x}{2} + \dfrac{x}{3}\right) = 6\left(\dfrac{5}{6}\right)\ \textsf{[multiply]}\\\\\implies \left(\dfrac{6x}{2} + \dfrac{6x}{3}\right) = \dfrac{30}{6}\ \textsf{[divide]}\\\\\implies 3x+2x=5\ \textsf{[combine like terms]}\\\\\implies 5x = 5\ \textsf{[divide both sides by 5]}\\\\\implies \dfrac{5x}{5}=\dfrac{5}{5}\\\\\implies \boxed{\sf x = 1}\)

Check your work:

\(\sf \dfrac{x}{2} + \dfrac{x}{3} = \dfrac{5}{6}\ \textsf{[substitute 1 for the value of x]}\\\\\implies \dfrac{1}{2} + \dfrac{1}{3} = \dfrac{5}{6}\ \textsf{[rewrite the fractions with a common denominator of 6]}\\\\\implies \dfrac{1\times3}{2\times3} + \dfrac{1\times2}{3\times2} = \dfrac{5}{6}\ \textsf{[multiply]}\\\\\implies \dfrac{3}{6} + \dfrac{2}{6} = \dfrac{5}{6}\ \textsf{[add]}\\\\\implies \dfrac{5}{6} = \dfrac{5}{6}\ \checkmark \ \textsf{[true statement]}\)

14) Solve for x:

\(\sf 14)\ \dfrac{x-1}{6} - \dfrac{x+1}{8} = \dfrac{1}{12}\ \textsf{[multiply both sides by 24 - LCM of 6, 8, and 24]}\\\\\implies 24\left(\dfrac{x-1}{6} - \dfrac{x+1}{8}\right) = 24\left(\dfrac{1}{12}\right)\ \textsf{[multiply]}\\\\\implies \left(\dfrac{24x-24}{6}\right) - \left(\dfrac{24x+24}{8}\right) = \dfrac{24}{12}\ \textsf{[divide]}\\\\\)

\(\sf\\\implies (4x-4)-(3x+3)=2\ \textsf{[distribute the negative sign]}\\\\\implies (4x-4)+(-3x-3)=2\ \textsf{[combine like terms]}\\\\\implies x - 7 = 2\ \textsf{[add 7 to both sides]}\\\\\implies x - 7 + 7 = 2 + 7\\\\\implies \boxed{\sf x = 9}\)

Check your work:

\(\sf 14)\ \dfrac{x-1}{6} - \dfrac{x+1}{8} = \dfrac{1}{12}\ \textsf{[substitute 9 for the value of x]}\\\\\implies \dfrac{9-1}{6} - \dfrac{9+1}{8} = \dfrac{1}{12}\ \textsf{[simplify]}\\\\\implies \dfrac{8}{6} - \dfrac{10}{8} = \dfrac{1}{12}\ \textsf{[rewrite the fractions with a common denominator of 24]}\\\\\implies \dfrac{8\times4}{6\times4} - \dfrac{10\times3}{8\times3} = \dfrac{1\times2}{12\times2}\ \textsf{[simplify]}\\\\\)

\(\sf\\\implies \dfrac{32}{24}-\dfrac{30}{24}=\dfrac{2}{24}\ \textsf{[subtract]}\\\\\implies \dfrac{2}{24}=\dfrac{2}{24}\ \textsf{[reduce]}\\\\\implies \dfrac{1}{12}=\dfrac{1}{12}\ \checkmark\ \textsf{[true statement]}\)

15) Solve for x:

\(\sf \dfrac{1}{4}+\dfrac{x+1}{8}=\dfrac{1}{2}\ \textsf{[multiply both sides by 8 - LCM of 2, 4, and 8]}\\\\\implies 8\left(\dfrac{1}{4}+\dfrac{x+1}{8}\right)=8\left(\dfrac{1}{2}\right)\textsf{[multiply]}\\\\\implies \left(\dfrac{8}{4}+\dfrac{8x+8}{8}\right)=\dfrac{8}{2}\ \textsf{[divide]}\\\\\implies 2 + x + 1 = 4\ \textsf{[add]}\\\\\implies x + 3 = 4\ \textsf{[subtract 3 from both sides]}\\\\\implies x + 3 - 3 = 4 - 3\\\\\implies \boxed{\sf x = 1}\)

Check your work:

\(\sf \dfrac{1}{4}+\dfrac{x+1}{8}=\dfrac{1}{2}\ \textsf{[substitute 1 for the value of x]}\\\\\implies \left(\dfrac{1}{4}+\dfrac{1+1}{8}\right)=\dfrac{1}{2}\ \textsf{[simplify]}\\\\\implies \left(\dfrac{1}{4}+\dfrac{2}{8}\right)=\dfrac{1}{2}\ \textsf{[reduce]}\\\\\implies \left(\dfrac{1}{4}+\dfrac{1}{4}\right)=\dfrac{1}{2}\ \textsf{[add]}\\\\\implies \dfrac{2}{4}=\dfrac{1}{2}\ \textsf{[reduce]}\\\\\implies \dfrac{1}{2}=\dfrac{1}{2}\ \checkmark\ \textsf{[true statement]}\)

Hi there, here's your answer:

Given the equation p(x) = 2x - 7 = 9

Taking 7 to the right hand side we get

2x  = 9 + 7 = 16

Or

x = 8

Thus, the required solution for this equation is x = 8.

Hope it helps! Please mark as brainliest!

Answer:

\( \sf \: x = 8\)

Step-by-step explanation:

Now we have to,

→ Find the required value of x.

The equation is,

→ 2x - 7 = 9

Then the value of x will be,

→ 2x - 7 = 9

→ 2x = 9 + 7

→ 2x = 16

→ x = 16 ÷ 2

→ [ x = 8 ]

Hence, the value of x is 8.

Answer:

y = -17

Step-by-step explanation:

In this question, you would solve the equation by plugging in 9 to "x", then solve for "y".

Solve:

y = 1 − 2(9)

y = 1 - 18

y = -17

Your final answer would be y = -17

Answer:

r = 7

Step-by-step explanation:

Step 1: Write out equation

4r + 7 = 35

Step 2: Subtract 7 on both sides

4r + 7 - 7 = 35 - 7

4r = 28

Step 3: Divide both sides by 4

4r/4 = 28/4

r = 7

Solve 4r+7=35

4r=35-7

4r=28

r=7

:)

the theoretical probability that you would draw a spade is 1/4

From the question, we have the following parameters that can be used in our computation:

Drawing a spade

In a sample space of 52 cards, we have

Spade = 13

So, we have

Probability = 13/52

Evaluate

Probability = 1/4

Hence, the probability is 1/4

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-4x + y = 7 is the line parallel tο the line graphed. Optiοn D is cοrrect.

Parallelism is a writing style that uses similar grammatical structures, phrases, οr wοrds tο make a pοint. It is used tο emphasize a pοint and make the writing mοre interesting and easier tο understand. Parallelism is used in different types οf writing such as persuasive writing, pοetry, stοries, and legal dοcuments.

Parallelism can alsο be used in speech, allοwing the speaker tο emphasize their pοint. It creates balance and structure in the writing, making it mοre οrganized and easier tο read. Parallelism can alsο be used tο create rhythm in the writing. By creating rhythm, the writing becοmes mοre memοrable and easier tο understand.

The line parallel will have a same slοpe

Lets find the slοpe

Any two pοints form the graph are, (1, 1) and (0, -3)

Slope m = \($ \frac{y_2 - y_1}{x_2 - x_1}\)

Slope m = \($ \frac{-3 -1}{0 - 1}\)

m = 4

Nοw, frοm the given οptiοns,

a. y=x+3 is nοt parallel as it have a οppοsite slοpe.

b. 4x + 3y = 6, write in y-intercept fοrm

   y =  (-4x + 6)/y. Nοt parallel

c. y =- 3x+2 is nοt parallel as it have a οppοsite slοpe.

d. -4x + y = 7, write in y-intercept fοrm

   y = 4x + 7, That is parallel as the slοpe is same.

Therefοre, -4x + y = 7 is the line parallel tο the line graphed.

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Complete question:

Answer:

its harddd

Step-by-step explanation:

rightttttttt

Answer:

  25.12 cm²

Step-by-step explanation:

The area of a circle is given by the formula ...

  A = πr²

where r is the radius. Here, the diameter is given as 8 cm, so the radius will be half that, or 4 cm. The area is then ...

  A = 3.14(4 cm)² = 50.24 cm²

The green shaded part is 1/2 a circle, so is half this area:

  shaded area = 25.12 cm²