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3 years ago

I'm kinda stumped on this Solve -4x + x = - 9/4

Mathematics

1 answer:

Kitty [74]3 years ago

7 0

Answer:

x = 3/4

Step-by-step explanation:

It usually works well to collect terms first. (Add the coefficients of x.)

-4x +x = -9/4

(-4+1)x = -9/4

-3x = -9/4 . . . . . . equation with terms collected

Now, you can divide by the coefficient of x. Here, it can be useful to consider this to be the same as multiplying by the inverse of that coefficient, which inverse is -1/3.

(-1/3)(-3x) = (-1/3)(-9/4) . . . . . multiply both sides by -1/3

x = 3/4 . . . . . simplify

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. Let f(p) be the average number of days a house stays on the market before being sold for price p in $1,000s. Which statement b

Umnica [9.8K]

Answer: a.This is the average number of days the house stayed on the market before being sold for $150,000.

Step-by-step explanation:

Given: f(p) be the average number of days a house stays on the market before being sold for price p in $1,000s.

To find the meaning f(150),

here p= 150 which means f(150) is the average number of days a house stays on the market before being sold for price 150 in $1,000s.

And 150 in $ 1,000= $150,000

Therefore, f(150) is the average number of days a house stays on the market before being sold for price $150,000.

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3 years ago

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How do you solve law of cosine?

Effectus [21]

Draw and label a standard Oblique Triangle, as we’ve done in our previous lessons.

Determine the given congruence, either SAS or SSS, and pick the equation that helps you solve for either a missing side or angle.

Plug into your chosen equation and solve.

The "Law of Cosines" can be used to calculate one side of a triangle when the angle opposite and the other two sides are known. The "Law of Cosines" can be expressed as c2 = a2 + b2 - 2 a b cos C (1)

The cosine rule is an extension of this mathematic principal that makes it effective for non-right triangles and states that in regard to a certain angle, the square of the side of the triangle opposite that angle is equal to the squares of the other two sides added together, minus two times both..

4 0

3 years ago

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The article "Students Increasingly Turn to Credit Cards" (San Luis Obispo Tribune, July 21, 2006) reported that 37% of college f

Sloan [31]

Answer:

Step-by-step explanation:

Hello!

There are two variables of interest:

X₁: number of college freshmen that carry a credit card balance.

n₁= 1000

p'₁= 0.37

X₂: number of college seniors that carry a credit card balance.

n₂= 1000

p'₂= 0.48

a. You need to construct a 90% CI for the proportion of freshmen who carry a credit card balance.

The formula for the interval is:

p'₁± $Z_{1-\alpha /2}*\sqrt{\frac{p'_1(1-p'_1)}{n_1} }$

$Z_{1-\alpha /2}= Z_{0.95}= 1.648$

0.37±1.648* $\sqrt{\frac{0.37*0.63}{1000} }$

0.37±1.648*0.015

[0.35;0.39]

With a confidence level of 90%, you'd expect that the interval [0.35;0.39] contains the proportion of college freshmen students that carry a credit card balance.

b. In this item, you have to estimate the proportion of senior students that carry a credit card balance. Since we work with the standard normal approximation and the same confidence level, the Z value is the same: 1.648

The formula for this interval is

p'₂± $Z_{1-\alpha /2}*\sqrt{\frac{p'_2(1-p'_2)}{n_2} }$

0.48±1.648* $\sqrt{\frac{0.48*0.52}{1000} }$

0.48±1.648*0.016

[0.45;0.51]

With a confidence level of 90%, you'd expect that the interval [0.45;0.51] contains the proportion of college seniors that carry a credit card balance.

c. The difference between the width two 90% confidence intervals is given by the standard deviation of each sample.

Freshmen: $\sqrt{\frac{p'_1(1-p'_1)}{n_1} } = \sqrt{\frac{0.37*0.63}{1000} } = 0.01527 = 0.015$

Seniors: $\sqrt{\frac{p'_2(1-p'_2)}{n_2} } = \sqrt{\frac{0.48*0.52}{1000} }= 0.01579 = 0.016$

The interval corresponding to the senior students has a greater standard deviation than the interval corresponding to the freshmen students, that is why the amplitude of its interval is greater.

8 0

3 years ago

Rectangle ABCD has vertices at (-7,-2); (1, -2); (1, -8); and (-7, -8) respectively. If GHJK is a similar rectangle where G(2, 5

Minchanka [31]

Answer:

J (6,2) K (2,2)

Step-by-step explanation:

Now distance of AB = [(y2-y1)^2 + (x2-x1)^2]^(1/2)

= 8 units

CB = [(y2-y1)^2 + (x2-x1)^2]^(1/2)

= 6 units by using same formula

Now AB/CB must equal to GH/HJ as rectangles are similar

GH = [(y2-y1)^2 + (x2-x1)^2]^(1/2)

= 4 units

8/6 = 4/HJ

So,

HJ = 3 units

Now if we see the coordinates given carefully, it is obvious that two perpendicular lines lie perfectly parallel to x and y coordinates in rectangle ABCD. A is (-7,-2) and B is (1,-2) which means distance along y-axis doesn't change. Similarly for C (1,-8) and D (-7,-8), one can see that distance between y-axis doesn't change. So lines AB and CD of rectangle are parallel with x and AD and BC are parallel with y-axis.

In rectangle GHJK one can see that in given coordinates, G(2,5) and H(6,5), y coordinate is same so it is parallel to x axis. Now, HJ is perpendicular to GH so it must be parallel to y axis. It means if we know the lengths of sides we can easily determine unknown coordinates by simple addition and subtraction.

So, we know HJ = 3 units

J is (6,2) since HJ is parallel to y axis so distance on x axis will remain unchanged and length of line HJ will effect distance of y axis.

Similarly K is (2,2) for the same reason.

6 0

2 years ago

Will give Brainliest!

butalik [34]

Area of square = 2 x 2 = 4
Area of triangle = 1/2(2)(2) = 2
4 + 2 = 6
answer
6 units^2

8 0

3 years ago

Read 2 more answers