Kara earns $8 per hour
plus a $40 one-time bonus.
She works between 16
and 20 hours in a week.
What is the greatest value in
range of this situation?

Answer: Left 10 Units

Step-by-step explanation: hope this helps

The slope of the line is -10/9 and the value of y-intercept of the line is 50/3.

Slope of the line:

A slope of a line is the change in y coordinate with respect to the change in x coordinate.

Given,

The point (9,10) that cuts off the least area from the first quadrant

Here we need to find the slope and y intercept of the line.

A line is passing through a point (9,10) cuts off least area in first quadrant.

The equation of the line passing through point (9,10) and has slope m can be expressed as,

=> y - 10 = m (x - 9)

=> y = m(x - 9) + 10

=> y - mx = - 9m + 10

Divide the terms by - 9m + 10, then we get,

=> (y/- 9m+10) - (mx/ - 9m+10) = 1

=> (mx/9m+10) - (y/9m+10) = 1

It can be rewritten as,

[tex]\implies\frac{x}{\frac{9m-10}{m}} -\frac{y}{10-9m}[/tex]

We know that,

The equation of straight line in intercept form is

=> x/a + y/b = 1

So, the intercept made by the line on x-axis i.e. a and on y-axis i.e. b are:

a = 9m-10/m

b =  10 - 9m

The area of the triangle made by the line in first quadrant can be expressed as,

=> A = 1/2 x (9m-10/m) x (10 - 9m)

=> A = -1/2 (9m-10)²/m-----------------------(1)

Differentiate the equation (1) with respect to m.

[tex]\frac{dA}{dm}=-\frac{1}{2}[\frac{2m(9m-10).9-(9m-10)^2}{m^2}][/tex]

[tex]\frac{dA}{dm}=-\frac{9m-10}{2m^2}[2m.9-(9m-10)][/tex]

[tex]\frac{dA}{dm}=-\frac{9m-10}{2m^2}[18m-9m-10)][/tex]

when we simplify it,

=> dA/dm = -(9m-10)/2m² [9m-10]

Let dA/dm = 0, then

=> 0 = -1/2m² (9m-10)(9m-10)

=> 0 = 1/m² (10-9m)(9m-10)

=> 0 = (10 - 9m) (9m -10)

Therefore, the value of m is,

=> 10 - 9m = 0

=> -9m = -10

=> m = 10/9

And

=> 9m - 10 =0

=> 9m = 10

=> m = 10/9

The line will be in first quadrant and forms a triangle with axes if the slope is negative.

Substitute m = -10/9

Then, b = 10-9m

Then,

=> y = 10 - 6(-10/9)

=> y = 10 + 20/3

=> y = 50/3

So, the slope of the line is -10/9 and the value of y-intercept of the line is 50/3.

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Answer:

19

Step-by-step explanation:

5w+3°=98°

5w=98°-3°

5w=95°

therefore w=95/5=19

Answer:

baby help you with what? All i can do is pray for you,

Step-by-step explanation:

matter of fact bow yo head..............Amen

7) No, y has two different values when x = -1.

8) Yes, each value of x maps onto only one value of y.

9) Yes, each value of x maps onto only one value of y.

Answer:

Option a 340 cm²

Area= bxh

20x17=340 cm²

Answer:

y = - 2x² + 8x + 5

Step-by-step explanation:

the equation of a quadratic function in standard form is

y = ax² + bx + c ( a ≠ 0 )

to find a, b and c use ordered pairs from the table

(0, 5 )

5 = a(0)² + b(0) + c = 0 + 0 + c = 5 ⇒ c = 5 , then

y = ax² + bx + 5

(1, 11 )

11 = a(1)² + b(1) + 5 = a + b + 5 ( subtract 5 from both sides )

a + b = 6 → (1)

(2, 13 )

13 = a(2)² + b(2) + 5 = 4a + 2b + 5 ( subtract 5 from both sides )

4a + 2b = 8 → (2)

solve the 2 equations simultaneously to find a and b

multiplying (1) by - 2 and adding to (2) will eliminate b

- 2a - 2b = - 12 → (3)

add (2) and (3) term by term to eliminate b

2a + 0 = - 4

2a = - 4 ( divide both sides by 2 )

a = - 2

substitute a = - 2 into (1) and solve for b

- 2 + b = 6 ( add 2 to both sides )

b = 8

then a = - 2, b = 8 and c = 5 gives the standard quadratic function

y = - 2x² + 8x + 5

Step-by-step explanation:

standard equation would be

y = ax² + bx + c

out of that we know already from (0, 5) that c = 5, as

a×0² + b×0 + c = 5.

because of (-1, -5) we see

-5 = a×1 + b×-1 + 5 = a - b + 5

-10 = a - b

or

a = b - 10

because of (1, 11) we see

11 = a×1 + b×1 + 5 = a + b + 5

6 = a + b

now we use the previous equation :

6 = (b - 10) + b = 2b - 10

16 = 2b

b = 8

.

a = b - 10 = 8 - 10 = -2

so, our standard equation is

y = -2x² + 8x + 5

The width of the rectangle is determined as: B. 16 m.

The perimeter of a rectangle = 2(l + w)

Given the parameters:

Perimeter of rectangle = 88 meters

Width of the rectangle = w meters

Length = 2w - 4 meters

Plug in the values into the perimeter formula of a rectangle

2(2w - 4 + w) = 88

2(3w - 4) = 88

6w - 8 = 88

6w = 88 + 8

6w = 96

6w/6 = 96/6

w = 16

Thus, the width of the rectangle is determined as: B. 16 m.

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Answer: a, 9x10^9, largest number 900000000

Answer: greatest is A.

Step-by-step explanation:

The solution of the given equation are (1/2 , 17/2) and (-3 , 12)

The two equation that we have been given are :

    y = 9 – x            (1)

    y = 2x² + 4x + 6       (2)

We will solve this simultaneously, from equation (1) we will equate the value of y in equation (2) we get

       9 – x = 2x² + 4x + 6

        3 = 2x² + 5x

2x² + 5x – 3 = 0

Now to find the factors of the value x we will use quadratic formula.

   x = (-b±√b² – 4ac)/2a

   x = [ -5 ± √25 + 24 ]/4

   x = [ -5 ± 7 ]/4

x = (-5 + 7)/4              and                 x = (-5 – 7)/4

x = 1/2     and    x= -3

putting the required value of x in equation (1) we get

y = 9 – 1/2            and             y = 9 – (-3)

y = 17/2      and    y = 12

Hence the solution of the equation is (1/2 , 17/2) and (-3 , 12)

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The equation can be summarized as; p = $50 + 3($100 ). Hence William was paid $350.

A linear equation is an equation that has the variable of the highest power of 1. The standard form of a linear equation is of the form Ax + B = 0.

Let p represents the paycheck.

William  paid her parents $50 for rent. After paying the rent he evenly divided the rest of the amount into three parts.

He puts $ 100 into her savings account. It means that he also puts $100 into checking account and $ 100 into retirement fund

If we put the parts together, the equation we get is;

p = $50 +$100 +$100 +$100

The equation can be summarized as;

p = $50 + 3($100 )

Now we can easily find how much was William  paid;

p = $50 + 3($100)

p = $50 +$300

p = $350

Hence William was paid $350.

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Answer:

Step-by-step explanation:

See the attached file below it will help to understand this problem and it will improve your grade and score.

The like terms are -xy, 1/2xy and 2xy

Like terms are expressions that have the same variable factor

Take for instance, 2x and 5x are like terms because their variable factors are x

Also, 5x and 2xy are not like terms

Using the above as a guide, the like terms are -xy, 1/2xy and 2xy

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Answer:

====================

Total number of outcomes is 16, count of all outcomes.

Number of outcomes with 3 or more tiles is 5:

The probability is:

Correct choice is D.

The correct option is C. x² + (x – 2)² = 100.

The equation which depicts x, the side length of the greater square is  x² + (x – 2)² = 100.

In geometry, a square is a plane figure with 4 equal sides as well as 4 right (90°) angles. A square is a subset of a rectangle (an equilateral rectangle) and a subset of a parallelogram (an equilateral & equiangular one).

Now, as per the question;

This is given by relation shown by expression;

x² + (x-2)² = 100

Therefore, the equation which represents x, the side length of the greater square is x² + (x-2)² = 100.

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The complete question is-

A group of students is given a 10 by 10 grid to cut into individual unit squares. The challenge is to create two squares using all of the unit squares. Their teacher states that after the two new squares are formed, one should have a side length two units greater than the other.

Which equation represents x, the side length of the greater square?

A. x² + (x – 2)² = 10

B. x² + 2x² = 10

C. x² + (x – 2)² = 100

D. x² + 2x² = 100

Based on the length of the subway sandwich, the length of the larger pieces is 11 feet.

Assume that the length of the shorter pieces is x.

The length of the larger pieces is therefore 5 + x.

The relevant equation to find the length is:

52 = x + x + x + x +x + 5 + x + 5 + x

52 = 7x + 10

x = (52 - 10) / 7

= 6 foot

The length of the larger pieces is:

= 5 + x

= 5 + 6

= 11 foot

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Answer:

Sally is 12 years old.

Step-by-step explanation:

[tex]2x+3=27\\2x+3-3=27-3\\2x=24\\\frac{2x}{2}=\frac{24}{2}\\x=12[/tex]

Answer:

-4

Step-by-step explanation:

x is a variable, so to do g(2) you have to write g(x), but substitute 2 in place of x:

g(2) = 4*2² + 2*2 - 24 = 16 + 4 - 24 = -4

After dividing ( 15 x⁴ - 16 x³ + 10 x² + 8 x - 17 ) ÷ ( 3 x² + x + 1 )​, we get the quotient as 5 x² - 7 x + 4 and the remainder as 11 x - 21.

We are given an expression:

( 15 x⁴ - 16 x³ + 10 x² + 8 x - 17 ) ÷ ( 3 x² + x + 1 )​

We need to perform division of the algebraic expression:

                                  5 x² - 7 x + 4

             3 x² + x + 1 √15 x⁴ - 16 x³ + 10 x² + 8 x - 17

                                   15 x⁴ + 5 x³ + 5 x²

                                   ______________________

                                             - 21 x³ + 5 x² + 8 x - 17

                                             - 21 x³ - 7 x² - 7 x

                                   ______________________

                                                       12 x²  + 15 x - 17

                                                       12 x²  + 4 x + 4

                                   ______________________

                                                                   11 x - 21

                                   ______________________

Therefore, after dividing ( 15 x⁴ - 16 x³ + 10 x² + 8 x - 17 ) ÷ ( 3 x² + x + 1 )​, we get the quotient as 5 x² - 7 x + 4 and the remainder as 11 x - 21.

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If the boy is riding a bicycle and gets stuck or got accident by a car, 440ml of IV fluid will be administered.

To avoid further injury, place the victim on the ground very gently and slowly without handling vigorously. In one direction, tilt the sufferer. Dress loosely around the waist, chest, and neck. So that the tongue can fall forward and allow blood and vomit to drain out, tilt your head back and slightly downward. When you come across an accident victim, the first thing you need to determine is whether the victim's body has sustained any physical wounds. Depending on how severe the collision was, you might not be able to see any inside injuries, but you will see a few exterior ones.

In a car accident, spine injuries and head trauma are common. Therefore, be aware that rough handling of the sufferer will result in additional injuries while opting to assist the victim in moving to a safer location on the road. Therefore, request any onlookers to carefully assist in moving the sufferer to a location near the road where it will be safer.

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Answer:

h(-6) = 1

Step-by-step explanation:

Hello!

Substitute -6 for x in the equation.

h(-6) is 1.

The value of x from the given diagram is 64 degrees

A line is defined as the shortest distance between two points. From the given diagram, we have that the line AB bisects FAB, hence;

<FAB = <CAB = 58 degrees

Also since the sum of angles on a straight line is 180 degrees, hence;

58 + 58 + x = 180

116 + x = 180

x = 180 - 116

x = 64 degrees

Hence the value of x from the given diagram is 64 degrees

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Delila is correct as she multiplying three negative numbers and determines that the solution will be negative.

As given in the question,

Let the three negative numbers be -x , -y , and -z.

Delia is multiplying three negative numbers

Multiply First two numbers

(-x) (-y) = + x y  as (-)(-) = +

Multiply by third numbers

(+x y) (-z) = -x y z   as ( +)(-) = -

Therefore, Delila is correct as she multiplies three negative numbers and determines that the solution will be negative.

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Answer:

Yes, she is correct.

Answer:

1. 15.17ft          2. 18.57ft           3. 22.41%

Step-by-step explanation:

1. What was the length of one side of the garage originally?

Area of a square = s × s which is also equal to s²

s means one side of the square, as it is a square, all sides are equal.

so

230 = s²

s = √230 = 15.17

2. What is the length of one side of the garage now?

The original area of the garage was 230ft²

But now, the area has increased by 50%

Increased Area = 230 × 50% = 115ft²

Total Area = 230 + 115 = 345ft²

In the question, they are saying that after the area is increased, the garage is still a square which means that the side lengths have equal values.

Area = s²

345 = s²

s = √345 = 18.57

3. What was the percentage increase of the length of one side?

  Length : Percentage

    15.17   :      100

   18.57   :         x

When the length of one side was 15.17, the percentage was 100% as that is what the original length was, we can use ratio and proportion to find what the percentage will be when the length is 18.57.

Now cross multiply

18.57 × 100 = 15.17x

1857 = 15.17x

1857/15.17 = x

x = 122. 41

The new percentage is 122.41%

The difference between both percentages is:

122.41 - 100 = 22.41

And 22.41 is the percentage increase.

Answer:

B

Step-by-step explanation:

5x + 4y >= 2

4y >= -5x + 2

y >= -5/4x + 1/2

Since the equation is >=, everything on or above the line y = -5/4x + 1/2 should be shaded.

Given x is Complimentary angle

Also, line1 is parallel to line2

Thus,
x [tex]+[/tex]  139° [tex]=[/tex] 132° [Alternate angle]

x [tex]=[/tex] 132°[tex]_[/tex][tex]_[/tex]- 139°

x[tex]=[/tex] -7°

What is Complimentary angle?

When two angles are added together, complementary angles are defined. When the total of the two angles is 90 degrees, we get a pair of complimentary angles. In other terms, two angles are said to be complimentary if they combine to make a right angle. In this case, we say that the two angles work well together.

If two angles sum to 90 degrees, they are said to be complimentary angles. In other terms, a right angle is created when two complimentary angles are combined (90 degrees). If the sum of angles 1 and 2 equals 90 degrees (i.e., angle 1 plus angle 2 = 90°), then the angles are complementary and are referred to as one another's complements.

60° + 30° in the illustration below equals 90°. These two angles are therefore complimentary according to the "Definition of Complementary Angles." The term "complement" refers to each angle that is one of the complimentary angles. Here,

The opposite of 30° is 60°.

The opposite of 60° is 30°.

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In step 1 mistake has been made because negative multiplication gives a positive result but is written negative.

What is the equation?

There are many different ways to define an equation. The definition of an equation in algebra is a mathematical statement that demonstrates the equality of 2 mathematical expressions.

More than one variable may be present inside a linear equation. An equation is said to be linear if the maximum power of the variable is consistently unity.

Given that,

−4(6−y) + 4 = −4

By using distribution property

-24 + 4y + 4 = -4

But in the question +4y is written as -4y which is wrong.

Hence In step 1 negative multiplication gives a positive result but is written negative so in step 1 mistake has been made".

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The given question is not complete.

Consider this solution to a problem.

Problem: −4(6−y)+4=−4

Step 1: −24−4y+4=−4

Step 2: −20−4y=−4

Step 3: −4y=16

Step 4: y=−4

In the first response box, enter the number of the step where the mistake is made.

Answer:

Ama is an elephant so she is 2 years old

Step-by-step explanation:

Answer:

The absolute value inequality will be |x| ≥ -2.

Step-by-step explanation: