How do you solve this?

Answer:

17

Step-by-step explanation:

let the two numbers be X and Y

let larger number = Y

from the first statement

Y - X = 9 equation (1)

from the second statement

Y = 1+ 2X equation (2)

substitute equation (2) into (1)

1+2X-X = 9

1+X= 9

X = 9-1 = 8

X= 8

put X = 8 into equation (2)

Y= 1+2X

Y= 1+2(8)

Y= 1+16 = 17

larger number = 17.

Answer:

Common denominators of 9 and 2 are 18,36

Step-by-step explanation:

[tex]f(x) = 3 \sqrt[3]{x} [/tex]

[tex]lim f(x) = 3 \sqrt[3]{ - \infty } = - \infty \\ x = > - \infty [/tex]

[tex]limf(x) = 3 \sqrt[3]{ \infty } = \infty \\ x = > \infty [/tex]

Answer:

As x → –∞, f(x) → –∞, and as x → ∞, f(x) → ∞.

Step-by-step explanation:

I got it right on the test.

Answer:

x = 1.5 or 3/2

Step-by-step explanation:

First, expand the equation.

(2x - 3)² = 0

(2x - 3)(2x - 3) = 0

In similar equations, we would solve for both pairs of parenthesis. However, since the equations inside both are the same, we only need to solve for ONE of them, bringing one correct answer.

2x - 3 = 0

Add 3 to both sides.

2x = 3

Divide both sides by 2.

x = 3/2 or 1.5.

Step-by-step explanation:

The inequality that represents the scenario is x > 8

From the question, we understand that:

Abel ran more than 8 miles this week

Let the number of miles be x.

The text "more than" means that we make use of the greater than inequality symbol

So, the inequality that determines the steps is:

x > 8

Read more about inequality at:

https://brainly.com/question/11234618

Answer:

m

Step-by-step explanation:

Answer:

3

Step-by-step explanation:

A quarter is equal to four and since 12 divided by 4 = 3, 3 months is a quarter of a year

Have a great day!

Answer:

2x² + 4

Step-by-step explanation:

Check out the attached photo

Answer:

142.5

Step-by-step explanation:

Area of a triangle = 1/2*a*h

1/2*9*3 = 13.5

Area of a parallelogram = a*h

12*13 = 156

156-13.5 = 142.5

Answer: 30%

Explanation: Every day is 30%.

- Jackson

Explanation:

The tickmarks tell us that sides HG and FG are the same length. The triangle is isosceles. Directly from this, we know that the opposite angles F and H are congruent. Both are 4y-7 degrees.

Angle G is 90 degrees because of Thales' Theorem. This is because HF is the diameter of the circle. It's also the hypotenuse of the right triangle.

For any triangle, the three interior angles always add to 180 degrees.

F+G+H = 180

(4y-7) + (90) + (4y-7) = 180

8y + 76 = 180

8y = 180-76

8y = 104

y = 104/8

y = 13

Answer:a pair of elements a, b having the property that (a, b) = (u, v) if and only if a = u, b = v.

Answer: 20%

Step-by-step explanation:

98 - 78.40 = $19.6

Discount is 19.6/98 = 0.2

Percentage = 0.2 × 100/ 1

Answer:

2/3=More

1/4=less

7/8=more

2/6=less

2/4=equal

Step-by-step explanation:

Look at each model that shows each fraction and also look at the denominators and the numerators of each fraction.

#1

Greater than 1/2

#2

Less than 1/2

#3

Greater than 1/2

#4

Less than 1/2

#5

Equal to 1/2

Answer:

yes it is a polynomial. it is a monomial

Answer:

3 1/3 yd^3

Step-by-step explanation:

Volume of a rectangular prism: L*W*H

ft. = 1/3 yd.

3/3 = 1 yd.

6/3 = 2 yd.

5/3 = 1 2/3 yd.

1*2*1 2/3

=2* 1 2/3

=2 4/3

= 3 1/3 yd.^3

Answer:

Step-by-step explanation:

When you square a number, whether it's positive or negative, the square is always positive.  That is, a2 is positive whether a is positive or negative.  Examples:

12 = 1 x 1 = 1

(-1)2 = (-1) x (-1) = 1

52 = 5 x 5 = 25

(-5)2 = (-5) x (-5) = 25

Since the answer is always positive, you don't need the absolute value signs: |a2| = a2.

hope this helps can i get brainly pls

Answer: 18

Step-by-step explanation:

If 19 Is hypotenuse and 6 is one of the sides

Answer:

please let's remove all the scamers on brainly, help me by not clicking on such scam links

For the given arithmetic sequence we have:

We know that we have 20 seats on the front row, and then we add 3 more on each row, so the formula will be:

[tex]A_n = 20 + (n - 1)*3[/tex]

This gives the number of seats on the n-th row.

B) The last row has 83 seats, then we need to solve:

[tex]A_n = 20 + (n - 1)*3 = 83\\\\(n - 1)*3 = 83 - 20 = 63\\\\n - 1 = 63/3 = 21\\\\n = 21 + 1 = 22[/tex]

So we conclude that there are 22 rows.

C) The total number of seats will be:

[tex]\sum_{n = 1\ to\ 22} (20 + (n - 1)*3)[/tex]

D) Instead of using the sum above (we should add 22 terms) we use the general formula for the sum of N terms in an arithmetic sequence:

[tex]S_N = (N/2)*(2A_1 + (N - 1)*d)[/tex]

In this case, we replace N by 22, and d is the common difference of the sequence, which we know is equal to 3, so we wil have:

[tex]S_{22} = (22/2)*(2*20+ (22 - 1)*3) = 11*(40 + 21*3) = 1,133[/tex]

There are 1,133 seats in total.

If you want to learn more about sequences, you can read:

https://brainly.com/question/7882626

Answer:

Step-by-step explanation:

Isolate the term of r, from one side of the equation.

First, multiply by 2 from both sides.

2*3/2r=2(-1)

Solve.

3r=-2

Then, you divide by 3 from both sides.

3r/3=-2/3

Solve.

Divide the numbers from left to right.

r=-2/3

-2/3=-0.66

[tex]\Longrightarrow: \boxed{\sf{r=-\dfrac{2}{3}}}[/tex]

I hope this helps! Let me know if you have any questions.

Answer:

[tex]{ \qquad{ {{ \tt{ - \frac{2}{3} }}}}} \\ \\[/tex]

Given equation,

[tex] \\ { \longrightarrow \qquad{ {{ \tt{ \frac{3}{2} \: r = -1 }}}}} \\ \\[/tex]

Multiplying both sides by [tex] \sf \dfrac{1}{3}[/tex] we get :

[tex] \\ { \longrightarrow \qquad{ {{ \tt{ \frac{1}{3} \times \frac{3}{2}r = \frac{1}{3} \times -1 }}}}} \\ \\[/tex]

[tex] { \longrightarrow \qquad{ {{ \tt{ \frac{1}{ \cancel3} \times \frac{ \cancel3}{2}r = - \frac{ 1}{ 3} }}}}} \\ \\[/tex]

[tex] { \longrightarrow \qquad{ {{ \tt{ \frac{1}{2}r = - \frac{1}{3} }}}}} \\ \\[/tex]

Now, Multiplying both sides by 2 we get :

[tex] \\ { \longrightarrow \qquad{ {{ \tt{ 2 \times \frac{1}{2}r = 2 \times - \frac{1}{3} }}}}} \\ \\[/tex]

[tex]{ \longrightarrow \qquad{ {{ \tt{ \cancel2 \times \frac{1}{ \cancel2}r = - \frac{2}{3} }}}}} \\ \\[/tex]

[tex]{ \longrightarrow \qquad{ {{ \tt{ {1}r = - \frac{2}{3} }}}}} \\ \\[/tex]

[tex]{ \longrightarrow \qquad{ \frak {{ \pmb{ r = - \frac{2}{3} }}}}} \\ \\[/tex]

Step-by-step explanation:

9x+5x+71+139+92=540

14x+302=540

14x=540-302=238

x=238/14

x=17

Answer:

Below.

Step-by-step explanation:

Mean = (61+59+60+50+54+56+61+63)/8

= 464/8

= 58 degrees

Deviations:

61 - 58 = 3

59-58 = 1

60-58 = 2

50-58 = -8 = 8   (absolute value)

54-58= -4 = 4

56-58 = -2 = 2

61-58 = 3

63-58 = 6

MAD = (3+1+2+8+4+2+3+6) / 8

= 3.625

= 3.6 to the nearest tenth.

Answer:

what does a this mean? .54 is a decimal

Answer:

9

Step-by-step explanation:

Given equation:

[tex]5 = \dfrac{x}{3} + 2[/tex]

To determine the solution (x) of the equation, we need to isolate it.  To do this, we can subtract 2 both sides of the equation.

[tex]\implies 5 - 2 = \dfrac{x}{3} + 2 - 2[/tex]

[tex]\implies 3 = \dfrac{x}{3}[/tex]

To further isolate "x", we can use cross multiplication.

[tex]\implies 3 \times 3 = x[/tex]

Finally, simplify the expression on the left-hand-side to obtain the value of x.

[tex]\implies \boxed{9 = x}[/tex]

Answer:

30°, 60°

Step-by-step explanation: AB:BC:CA=√3:1:2

Answer:

[tex]\sqrt{x^2+y^2}-x[/tex]

Step-by-step explanation:

[tex]\textsf{Mulitply by}\quad\dfrac{\sqrt{x^2+y^2}-x}{\sqrt{x^2+y^2}-x}:[/tex]

[tex]\implies \dfrac{y^2}{\sqrt{x^2+y^2}+x} \times \dfrac{\sqrt{x^2+y^2}-x}{\sqrt{x^2+y^2}-x}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{(\sqrt{x^2+y^2}+x)(\sqrt{x^2+y^2}-x)}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{(\sqrt{x^2+y^2})^2-x^2}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{x^2+y^2-x^2}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{y^2}[/tex]

[tex]\textsf{Cancel the common factor}\:y^2:[/tex]

[tex]\implies \sqrt{x^2+y^2}-x[/tex]

Rationalising the denominator of the given fraction means we need to multiply both the numerator and the denominator of the fraction by the conjugate of the expression in the denominator. For example:

[tex]\;\longrightarrow\dfrac{1}{a+b}[/tex]

Here the conjugate of denominator of the expression is a - b. So we need to multiply both the numerator and denominator with the fraction.

[tex]\;\longrightarrow \dfrac{1}{a+b} \times \dfrac{a-b}{a-b}[/tex]

Hence, this is what the rationalization means.

We have been given and equation and we have been asked to rationalise the equation.

The conjugate of the denominator of the given equation is √(x² + y²) - x. Therefore;

[tex]\implies \dfrac{y^2}{\sqrt{x^2+y^2}+x} \times \dfrac{\sqrt{x^2+y^2}-x}{\sqrt{x^2+y^2}-x}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{(\sqrt{x^2+y^2}+x)(\sqrt{x^2+y^2}-x)}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{(\sqrt{x^2+y^2})^2-x^2}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{x^2+y^2-x^2}[/tex]

[tex]\implies \dfrac{y^2(\sqrt{x^2+y^2}-x)}{y^2}[/tex]

[tex]\implies \boxed{\sqrt{x^2+y^2}}[/tex]

Hence, this is our required solution for this question.

Answer:

A. They are tossed up and down in clouds

Step-by-step explanation:

The solution is, D. They grow heavy and fall to the ground.,  is part of the process in the formation of hail pellets.

Graupel is also called snow pellets or soft hail, as the graupel particles are particularly fragile and generally disintegrate when handled. Sleet are small ice particles that form from the freezing of liquid water drops, such as raindrops.

here we have,

Hail is a form of precipitation when droplets of water freeze together in the cold upper reaches of the thunderstorms.  

Thee chunks of that range from 5 to 15 cm can be round and jagged. Hail fall on the ground in a solid form they are often associated with tornadoes and certain parts of the world receive more hail than other parts do.

These frozen droplets of water when fall from the clouds get uplifted by wind and that adds another layer to them. The freezing occurs below the zero degrees at an altitude of 11,000 feet.

Mostly found in North America Nebraska, colorado and Wyoming states. and African regions in winter and South America in summer.

Varies in diameter from peas shape to size of a softball.

To learn more on hail pellets click:

https://brainly.com/question/13129574

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Answer:

Step-by-step explanation:

I did this before. I'm 14 :D

E-

y=20x

Eli ironed 2 more hours and got 400 shirts.

S-

y=35x

Let x be the number of shirts ironed.

400/20x = 20.

20-2=18.

That means she ironed 360 shirts prior.

If both of them were at the same speed of 18 by (let x represent). Then Samantha ironed 630 shirts while Eli ironed 360 shirts, but ironed 2 more hours which got him to get 400 shirts.