6 1/4(x-2/3)=93/8
solve

By applying algebra, it can be concluded that the number of candies remaining in the bag can be written as c = 150 - 8s, where s is the number of snacking.

Algebra is a branch of mathematics that uses symbols and mathematical operations, such as addition, subtraction, multiplication, and division to solve problems

Now we apply algebra to solve the problem:

Tyrone takes 8 pieces of candy each time snacking

After snacking 18 times, 6 pieces of candy remained in the bag

So the totals candies eaten = 8 * 18

                                              = 144 candies

Number of candies in the bag = candies eaten + remaining candies

                                                  = 144 + 6

                                                  = 150 candies

If s denotes the number of snacking, then the total number of candies eaten on s snacking = 8s

if c denotes the number of remaining candies, then:

c = total candies - candies eaten

c = 150 - 8s

Thus the number of candies remaining in the bag can be written as c = 150 - 8s, where s is the number of snacking.

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Answer:

Step-by-step explanation:

We know that:

Work:

        4x + y = 73 cards

        9(4x + y = 73 cards)

        36x + 9y = 73 x 9 cards

This means that 1 premade deck is worth 37 cards. Now, let's substitute the value of y into the first equation to find x.

Hence, one booster pack is worth 9 cards and one premade deck is worth 37 cards.

Hoped this helped.

\(BrainiacUser1357\)

Emily runs at the fastest speed of 15 ft per second, Liz runs at 13.03 ft per second, and Zack runs at 12.8 ft per second.

Speed is defined as the ratio of the time distance travelled by the body to the time taken by the body to cover the distance. Speed is the ratio of the distance travelled by time. The unit of speed in miles per hour.

Given that Emily runs 15 ft per second no one runs 358 ft and 36 seconds Liz runs 1 mi in 405 seconds Zack runs 768 feet in 1 minute.

Emily's speed = 15 ft/sec

Liz's speed = 1 mile per 405 sec = 5280/405 = 13.03 ft /sec

Zack's speed = 768 / 60 = 12.8 ft /sec

Therefore, Emily runs at the fastest speed of 15 ft per second, Liz runs at 13.03 ft per second, and Zack runs at 12.8 ft per second.

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the vertex of the function g(x) = f(x 2) .

If a quadratic equation is expressed as the following

                          \(y=a(x-h)^{2}+k\)

It is then said to be in vertex form. Because the vertex point (peak point) occurs on the graph of this equation, it is so named (h,k)

The parabola that the quadratic equation depicts has this point (h,k) as its vertex.

We first remove the x squared coefficient, and then inside the bracket, we strive to create a condition that resembles a perfect square.

So, this is what we have:

                         \($f(x)=x^{2}+6 x+3$\\$g(x)=f(x-2)$\)

Thus, we obtain:

                        \(\begin{aligned}&g(x)=f(x-2) \\&g(x)=(x-2)^{2}+6(x-2)+3 \\&g(x)=x^{2}-4 x+4+6 x-12+3 \\&g(x)=x^{2}+2 x-5\end{aligned}\)

Vertex form transformation of g(x):

                             \(\begin{aligned}&g(x)=x^{2}+2 x-5 \\&g(x)=x^{2}+2 x+1-1-5 \\&g(x)=(x+1)^{2}-9 \\&g(x)=(x-(-1))^{2}-6 \\&g(x)=(x-(-1))^{2}+(-6)\end{aligned}\)

By comparing this\(a(x-h)^{2}+k\) to, we obtain the coordinates of the vertex of the graph of g(x) as (h,k) = (-1,-6), as shown below.

As a result, the vertex of the function g(x) = f(x 2) .

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Answer:

2.080

2.0800

2.08000

Step-by-step explanation:

We can write 2.08 in infinite ways by simply adding zeros.

Answer:

52/25, 208%, and (2.08 ÷ 100) × 100

Step-by-step explanation:

52/25: as a fraction

208%: as a percentage

(2.08 ÷ 100) × 100: as an equation

Ted can mow the lawn in 5 minutes by using his power mower. Galen takes 15 minutes to mow the same lawn using a push-type mower.

Let's calculate the amount of work done by Ted in 1 minute.WORK = 1/5Let's calculate the amount of work done by Galen in 1 minute.WORK = 1/15

Let's calculate the amount of work done by both of them working together in 1 minute. WORK = 1/5 + 1/15 Simplify, LCM of 5 and 15 = 15 So, 3/15 + 1/15 = 4/15Hence, working together Ted and Galen can mow the lawn in 15/4 or 3.75 minutes or 3 minutes and 45 seconds.

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Answer:

\(a=\sqrt{55}\) or \(7.146\)

Step-by-step explanation:

Find the last side of the triangle using the Pythagorean theorem.

Answer: the bookstore has sold 84 fiction books

Step-by-step explanation:

multiply 12 by 7 and get your answer:)

Answer:

Write the point slope form of the equation of the line that passes through the points (5,-9).

---

slope = m = (1--9)/(-6-5) = 10/-11 = -10/11

-------------------

Form:: y = mx + b

Solve for "b"::

-9 = (-10/11)5 + b

-------

Step-by-step explanation:

ur really pretty btw :p

Answer:

No

Step-by-step explanation:

From the information provided, we can say that he is not correct. This is because the depth of the water is the only measurement that he is using to make his estimate. Comparing the depth of the aquarium and the bucket is one measurement, but both the aquarium and bucket are most likely of different shapes and sizes. Therefore, this equates to more buckets for the same amount of depth in the aquarium. To get a proper estimate on how long it will take he needs to calculate the volume of water in the bucket and compare it to the volume of water needed to fill the aquarium.

Answer:

A

Step-by-step explanation:

Every object in a state of uniform motion will remain in that state of motion unless an external force acts on it.

Force equals mass times acceleration [ ].

For every action there is an equal and opposite reaction.

Answer:

15x-36

Step-by-step explanation:

let's simply get the area of the larger square, and then get the area of the smaller square and subtract the area of the smaller square from that of the larger square, what's leftover is the shaded region.

\(\stackrel{\textit{area of the larger square}}{(4x-6)(4x-6)\implies \stackrel{F~O~I~L}{16x^2-48x+36}} ~\hfill \stackrel{\textit{area of the smaller square}}{(x)(x)\implies x^2} \\\\[-0.35em] ~\dotfill\\\\ (16x^2-48x+36)~~ - ~~(x^2)\implies 15x^2-48x+36 \\\\\\ 3(5x^2-16x+12) \implies 3(5x-6)(x-2)\)

Answer:

h = 1/3

Step-by-step explanation:

-18(2h + 4) + 12 = -74

-18(2h + 4) = -74 - 12

-18(2h + 4) = -86

(-18 × 2h) + (-18 × 4) = -86

-36h + - 74 = -86

-36h - 74 = -86

-36h = -86 + 74

-36h = -12

h = -12 ÷ -36

h = 1/3

Answer:

y-intercept: (0, -4)

x-intercept: (3,0)

Step-by-step explanation:

The density of the liquid substance Y can be determined by using the conversion factor 1 atm = 41.5 ft⁻Y and the density of the liquid substance Y is approximately 19.68 ft⁻Y.

Conversion factor: 1 atm = 41.5 ft⁻Y

The "feet of liquid substance - Y" unit is defined as the pressure equivalent to the pressure that exists one foot below the surface of substance Y. In other words, if we go one foot below the surface of substance Y, the pressure will be equivalent to 1 ft⁻Y.

Since pressure is directly related to the density of a liquid, we can equate the pressure in units of atm to the pressure in units of ft⁻Y.

Therefore, we can say:

1 atm = 41.5 ft⁻Y

From this equation, we can conclude that the conversion factor for pressure between atm and ft⁻Y is 41.5.

we can calculate the conversion factor from "feet of liquid substance - Y" (ft⁻Y) to atm.

To convert from ft⁻Y to atm, we can use the inverse of the given conversion factor:

Conversion factor: 1 atm = 41.5 ft⁻Y

Taking the reciprocal of both sides:

1 / 1 atm = 1 / 41.5 ft⁻Y

Simplifying the equation:

1 atm⁻¹ = 0.024096 ft⁻Y⁻¹

Now, to find the density of the liquid substance Y in units of ft⁻Y, we can multiply the given density in g/cm³ by the conversion factor:

Density in ft⁻Y = 816.55 g/cm³ * 0.024096 ft⁻Y⁻¹

Calculating the density in ft⁻Y:

Density in ft⁻Y ≈ 19.68 ft⁻Y

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Therefore, the above sides  and angles will be the corresponding angles and sides of a similar triangle.

Triangle congruence: Two triangles are said to be congruent if all three of their corresponding sides and all three of their corresponding angles have the same measurements. These triangles can be moved around, rotated, flipped, and turned to have an identical appearance.

Here,

In the event that "CAT"

As per SSS guideline, we receive

CA=DO

AT=OG

CT=DG

The congruent triangles' corresponding angles will also be:

∠CAT = ∠DOG

∠ATC = ∠OGD

∠ACT = ∠ODG

Two triangles are similar if they are congruent with one another.

if ∆CAT≅∆DOG

Next,∆CAT~∆DOG

As a result, the angles and sides of the triangle with the same sides as those above will be the same.

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Answer:

24 boards

Step-by-step explanation:

From the above question, the width of a wooden board for a fence = 6 1/4 inches

How many boards are needed to build a fence that is 150 inches long?

This is calculated as:

6 1/4 inches = 1 board

150 inches = x

Cross Multiply

6 1/4 × x = 150 × 1

x = 150 ÷ 6 1/4

x = 150 ÷ 25/4

x = 150 × 4/25

x = 24 boards

Hence, 24 boards would be needed to build a fence that is 150 inches long

The exact value  of \(sin 2x\) is \(4√5/9.\)

Given that \(sec x = 3/2 and csc y = 3\)where x and y are in the 2x = 2 sin x quadrant, we need to find the exact value of sin 2x.

In the first quadrant, we have the following values of the trigonometric ratios:\(cos x = 2/3 and sin y = 3/5\)

Also, we know that sin \(2x = 2 sin x cos x.\)

Now, we need to find sin x.

Having sec x = 3/2, we can use the Pythagorean identity

\(^2x + 1 = sec^2xtan^2x + 1 = (3/2)^2tan^2x + 1 = 9/4tan^2x = 9/4 - 1 = 5/4tan x = ± √(5/4) = ± √5/2\)

As x is in the first quadrant, it lies between 0° and 90°.

Therefore, x cannot be negative.

Hence ,\(tan x = √5/2sin x = tan x cos x = √5/2 * 2/3 = √5/3\)

Now, we can find sin 2x by using the value of sin x and cos x derived above sin \(2x = 2 sin x cos xsin 2x = 2 (√5/3) (2/3)sin 2x = 4√5/9\)

Therefore, the exact value  of sin 2x is 4√5/9.

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Answer:

\(\boxed{m} = - \frac{2}{3} \)

Step-by-step explanation:

\(in \: other \: to \: get \: the \: slope \: of : \\ 2x+3y= –12 \\ the \: equation \: needs \: to \: be \: in \: the \: form : \\ y = mx + c \\ \\ where \: m \: is \: the \: slope \\ hence : \\ 2x + 3y = - 12 \\ 3y = - 2x - 12 \\ y = - \frac{ 2}{3} x - 4 \\ therefore \: the \: slope \: \boxed{m} = - \frac{2}{3} \)

♨Rage♨

The cost of one computer is £600 and the cost of one printer is £800.

Computing equipment is bought from a supplier. The cost of 5 Computers and 4 Printers is £6,600, and the cost of 4 Computers and 5 Printers is £6,000. Form two simultaneous equations and solve them to find the costs of a Computer and a Printer.

Let the cost of a computer be x and the cost of a printer be y.

Then, the two simultaneous equations are:5x + 4y = 6600 ---------------------- (1)

4x + 5y = 6000 ---------------------- (2)

Solving equations (1) and (2) simultaneously:x = 600y = 800

Therefore, the cost of a computer is £600 and the cost of a printer is £800..

:Therefore, the cost of one computer is £600 and the cost of one printer is £800.

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Salik and Maya are discussing a project that examines the relationship between the number of siblings someone has and their household income. Maya predicts that those with more siblings will have a higher household income. Salik questions whether the number of siblings is a categorical variable since it is a whole number. Our response can be : "In order to conduct this project, we need to choose two quantitative variables, which are variables that can be measured and expressed as numbers. The number of siblings is not a categorical variable because it is a continuous variable that can take on any whole number value."

The number of siblings is a quantitative variable because it can be expressed as a whole number. Household income is also a quantitative variable because it can be measured and expressed as a numerical value. Categorical variables are variables that can be divided into distinct categories or groups, such as gender, race, or occupation. The number of siblings is not a categorical variable because it is a continuous variable that can take on any whole number value.

To examine the relationship between the number of siblings and household income, Maya and Salik could use statistics to analyze their data. They could calculate descriptive statistics such as the mean and standard deviation for each variable, as well as the correlation coefficient to determine the strength and direction of the relationship between the two variables. They could also use probability theory to make predictions about the likelihood of certain outcomes, such as the probability that someone with more siblings will have a higher household income.

The complete question is:

Our classmates, Maya and Salik, are talking about the variables they want to study and how they plan to collect their samples. Here is part of their conversation. Respond in the places that say “your response.”

Double-check that both of their variables are quantitative.

Maya: I want to look at the relationship between the number of siblings someone has and the household income. I predict that those with more siblings have a higher household income.

Salik: We need two quantitative variables for this project. Wouldn’t number of siblings be categorical since it is whole numbers?

Your response:.........

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Answer:

C) A coordinate grid with the graph of a circle centered at the origin and passing through the point begin ordered pair 2 comma 1 end ordered pair.

Step-by-step explanation:

not sure tho lol

To determine the number of aardvarks that were there last year, we will have to use the formula for exponential growth. Exponential growth is a type of growth that increases in size exponentially over time.

The formula for exponential growth is given by the equation:

\(Nt = N\times(1 + r)^t,\)

where N₀ is the initial population, r is the annual growth rate, t is the time in years, and Nt is the population after t years.Let's use this formula to find the number of aardvarks last year. Given that the current population of aardvarks is 756, and the growth rate is 8%, we can write the equation as

\(:Nt = N \times (1 + r)^t756 = N \times(1 + 0.08)^1So, N = 756 / (1 + 0.08)^1\)

Now, we need to find the population of aardvarks last year, which is t = 1 year before.

Thus, plugging in t = 1, we get

:\(N = 756 / (1 + 0.08)^1N= 700\)

Hence, there were 700 aardvarks last year.

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Answer:

30,000

Step-by-step explanation:

31623

1 is less than 5 so you dont round up

30,000

-- Gage Millar, Algebra 2 Tutor

Answer:

Computer tech

Step-by-step explanation:

The sheet metal worker only makes about 32,000 a year. a Computer tech makes about 36,000 a year

36460-32010=4,450

Please mark Brainliest.

Answer:

Computer technicians make 49k to 95k per year, making the most money.

Sheet metal workers make less because they only make 39k-80k per year.

Step-by-step explanation:

Hoped this helped.

A brainliest is always appreciated