How much will she spend on the cell phone in 3 years?

…. If Sara spent $1500, how long would she have had the phone?

(Use Cost ((y=mx+b))

1. 1,820

2. Around 29 months

2. Around 29 months

**Answer: **The cost of her phone is $1,820.

45*12=540 per year

540*3=1,820 every 3 years.

She would have had the phone between 2 and 3 years if she had spent 1,500.

Time Elapsed: HieAttempt due: Jun 20 a40 Minutes, 30 SeGiven: 21 and 23 are supplementaryProve: line m || linenComplete the proof. Number your reasons in the textbox below.Reasons1.2.Statements21 and 23 are supplementary21 + 23 = 18022 = 23Z1 + Z2 = 180°21 and 22 are supplementaryline m || linen3.4.5.6.

Statements and reasons.

**1)** ∠1 and ∠3 are supplementary

Reason: This is true because it is stated in the question.

**2)** ∠1 + ∠3 = 180º

Reason: By statement 1, ∠1 and ∠3 are supplementary, and by definition, supplementary angles sum up 180º.

**3)** ∠2 = ∠3

Reason: From the picture we see that ∠2 and ∠3 are opposite congruent angles, so they are equal.

**4)** ∠1 + ∠2 = 180º

Reason: from statement 2 we have ∠1 + ∠3 = 180º, and from statement 3 we have ∠2 = ∠3, so we have ∠1 + ∠2 = 180º.

**5)** ∠1 and ∠2 are supplementary

Reason: from statement 4 we have that ∠1 sum up ∠2, so by definition ∠1 and ∠2 are supplementary.

**6)** line m || line n

Reason: from the picture we see that ∠1 and ∠2 are internal collateral angles of the lines m and n, and from statement 5 we know that ∠1 and ∠2 are supplementary, so we have that the angle between line m and line n is 180°, and by definition, they are parallel lines.

Summary of the reasons

1) It is stated in the question

2) By statement 1 and by definition of supplementary angles.

3) Because they are opposite congruent angles, so they are equal.

4) By statement 2 and 3.

5) By statement 4, and by definition of supplementary angles.

6) By picture ∠1 and ∠2 are internal collateral angles of the lines m and n, and by statement 5 they are supplementary so they are parallel lines.

8% of us adults have blood type b-positive. suppose we take a random sample of 38 us adults. let x represent the number of adults (out of the sample of 38) with blood type b- positive. this situation can be modeled with a binomial random variable x. 4. calculate the mean of x. show all work and round your answer to two decimal places.

**Mean** of the number of adults (out of the **sample of 38**) with blood type b- positive (x) is 3.04

Let x be the **number of adults **out of 38 with blood type b-positive

Probability, p of adults with blood type b-positive=8%=0.08

Sample size, n=38

Using binomial random variable x binomial(n=38, p=0.08)

p(X=x)=[tex]\left \ ({{n} \atop {x}}) \right. p^{x} q^{n-x}[/tex], where x=0,1,2,3,.....n

Mean of x:

Mean of x=(probability of adults with blood type b-positive*sample size)

So, mean of x=p*n, where n=38, p=0.08

=0.08*38

=3.04

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155% as a mixed or whole number

**Answer:**

[tex]1\frac{11}{20}[/tex]

**Step-by-step explanation:**

155% = 155 / 100 = 1.55

1.55 =155/1 × 100 / 100 = 155 / 100

155 / 100 = 31 / 20

31 / 20 = 1 11/20

please help me with this homework question!!!

Answer:

51.06 degree

Step-by-step explanation:

x=sin^(-1)(7/9)

= 51.06 degree

Can someone please help me with this 20 points!

LJN is the correct answer

WILL GIVE BRAINLIEST! Please help and explain, thank you! All that is needed is to find the unknown side.

**Answer: 2**

**Step-by-step explanation: 12 divided by 3 is 4 so 6 divided by 3 would be 2**

**⇒I will use the similarity theorem which works by proportion of sides in similar shapes.**

**⇒The side with magnitude 12 in the bigger triangle is proportional with the side with magnitude 4 in the smaller triangle**

**⇒The side with magnitude 6 in the bigger triangle is proportional with the side with magnitude x in the smaller triangle. The proportionality theorem allows us to equalize the proportions of the sides**

**⇒HOW? HERE it is the solution**

**⇒**[tex]\frac{12}{4} =\frac{6}{x} \\[/tex]

⇒[tex]12(x)=4(6)\\12x=24\\\frac{1x}{12} =\frac{24}{12} \\x=2[/tex]

**⇒I used cross multiplication**

Please help 20 points

I don't understand how I'm supposed to solve this I divided both sides and then multiplied but it says my answer is wrong

My teacher said to put 1 under 12

**Answer: 16**

**Step-by-step explanation: Solve for x**

** by simplifying both sides of the equation, then isolating the variable.**

**Answer: **

**x= 1/3**

**Step-by-step explanation:**

**1. Combine multiplied terms into a single fraction**

**2. Multiply all terms by the same value to eliminate fraction denominators**

**3. Cancel multiplied terms that are in the denominator**

**4. Divide both sides by the same factor**

**5. Simplify**

Use the power reducing fabulous rewrite the identity in terms of the first power of cosine

The power reducing formula for the fourth power of the cosine function is:

[tex]\cos ^4\theta=\frac{3}{8}+\frac{1}{2}\cos (2\theta)+\frac{1}{8}\cos (4\theta)[/tex]Replace **θ=3x** to find the expression for **cos⁴(3x)** in terms of the first power of the cosine function:

**Therefore, the answer is:**

Use the second option to write this expression as input.

Which scatterplot would have a trend line with a negative slope?

On a graph, points are scattered all over the graph.

On a graph, points are grouped together and decrease.

On a graph, points are grouped together and increase.

**Answer:** B, the middle graph - "On a graph, points are grouped together and decrease."

**Step-by-step explanation:**

A **negative slope **means the** x-value **is going **down **as the **y-value increases**. The only option that consistently meets this criteria is B, "On a **graph**, **points **are grouped together and **decrease**."

**Answer:**

The **2nd** Graph aka **B**

**Step-by-step explanation:**

got it right on edge

Help help help help please Heldon 30 Points

**Answer:Rotation then a translation**

**Step-by-step explanation: rotate 90 degrees clockwise around center J. Then translate 3 to the right, 2 down**

I need to know what is the missing reason for line 7 in this proof

**Similarity Theorems**

**Triangles ABG and DCB are similar by the AA similarity postulate**

"If two angles in one triangle are congruent to two angles in another triangle, then the two triangles are similar"

The steps previous to statement 7 prove angles C and B are congruent because they are formed by two parallel lines that intersect a common line.

On the other side, angles DBC and AGB are congruent also because they are both right angles.

With two corresponding congruent angles, the AA similarity postulate is satisfied and the triangles are similar.

Use the graph to estimate the roots of the equation.

The roots of a function are the points where the graph crosses the x-axis.

Thus, in the following graph, we can see that the function has 2 roots. These are in:

[tex]\begin{gathered} x=-2 \\ \text{and} \\ x=2 \end{gathered}[/tex]**Answer:**

x = -2

x = 2

Can you help me help my sister we are both confused.

**Answer:**

A: Common multiple of 4 and 6 is 24

B: They would both be common multiples but they are two different multiples of 4 and 6.

C: 3/4= 18/24 1/6= 4/24

**Step-by-step explanation:**

A common multiple is a number that two numbers can be multiplied to. Something that both 4 and 6 can be multiplied to is 24, but there are many other multiples of 4 and 6 as well.

Someone please do this. due soon!! 30 points given as well as marked brainliest!!

All answers based on the **Angles** **Properties**.

Given,

From the figure,

Point P is on the **bisector** of ∠ABC

Fill the table in the given question.

Now, According to the question:

Statement Reason

1. BP is the bisector Given

2. ∠ABP ≅ ∠CBP The definition of **angular** bisector

3. ∠BXP and ∠BYP are Given

right angles.

4. m ∠BXP ≅ m ∠BYP All right **angles** are congruent

5. BP ≅ BP Reflexive Property

6. ΔBXP ≅ ΔBYP AAS

7. PX ≅ PY CPCTC

8. Point p is equidistant Definition of equidistant.

from the sides of ∠ABC

Hence, All answers in the **table** .

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I do not need a whole explanation just make the answer clear, please.

Answer - A.) Myriah: "The only mistake is in changing the mixed number to an improper fraction."

Can anybody help me on this please? Does anyone see my question?

The **slope **of the line is repres**e**nted by the **word **m which is obtained as 0.5.

The ratio that y **increase **as x **increases **is the **slope **of a line. The **slope **of a line reflects how **steep **it is, but how much y **increases **as x increases. Anywhere on the line, the **slope **stays unchanged (the same).

[tex]\rm m =\dfrac{y_2-y_1}{x_2-x_1}[/tex]

To determine a line's **inclination **or **steepness**, use the **slope **formula. Calculating the **ratio **of the change in the y-axis to the change in the x-axis may be used to calculate the **slope **of any **line**.

From the **graph**, the data is observed as,

(x₁,y₁)=(0,1)

(x₂,y₂) = (-2,0)

The **slope **of the **line **is found as,

[tex]\rm m =\dfrac{0-1}{-2-0} \\\\ m = 0.5[/tex]

Thus, the **slope **of the **line** is represented by the word m which is obtained as 0.5.

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Which equations have the same value of x as Three-fifths (30 x minus 15) = 72? Select three options. 18 x minus 15 = 72 50 x minus 25 = 72 18 x minus 9 = 72 3 (6 x minus 3) = 72 x = 4.5

The **equations** with **same value** of x as (3/5)(30x - 15) = 72 is 18x - 9 = 72, 3(6x - 3) = 72 and x = 4.5

An equation shows the** relationship **between two or more** numbers** and variables.

Given the equation:

(3/5)(30x - 15) = 72

Opening the parenthesis:

18x - 9 = 72

Factorizing the equation:

3(6x - 3) = 72

Dividing through by 3:

6x - 3 = 24

6x = 27

Dividing through by 6:

x = 4.5

The **solution** to the** equation** (3/5)(30x - 15) = 72 yields x = 4.5

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there is a linear relationship between the distance that a car drives and the amount of gas left in the tank of the car. the value of r2 for this linear relationship is 98.01%. what is the value of r?

A **linear relationship** between the distance that a car drives and the amount of gas left in the tank of the car is **negative**, and the** **value** **of r is -0.99

A linear relationship between the distance that a car drives and the amount of gas left in the tank of the car are negative because when a car travels a distance, it **consumes** fuel, and so fuel decrease with distance

Calculating the value of r

Given, r^2=98.01%

r^2=0.9801

r=±√0.9801

r=±0.99

Since r should be negative, so we pick the negative value and reject the positive value

r=-0.99

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Question 3 options:

Premises:

If you have a cat, then it will chase mice.

You have a cat.

Conclusion:

Your cat will chase mice.

The Law of

The law of **mathematical logic** that was used to derive the given conclusion is; Law of **Syllogism**

The law of syllogism is defined as a type of **logical argument** using deductive reasoning.

Now, In **mathematical logic**, the Law of **Syllogism** states that if the following two statements are true:

(1) If d , then e .

(2) If e , then f .

Then we can derive a third true statement:

(3) If d , then f .

Now, applying that law to our question, we see that;

1) If you have a cat, then it will chase mice.

2) You have a cat.

Then we can derive a third true statement:

3) Your cat will chase mice.

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I need help! Anyone who takes time out of there day to help me thank you so much!

**Answer:**

**Step-by-step explanation:**

Rewrite the following numbers as rational numbers in the form of p/q (where P and Q are integers and Q≠O) in there lowest terms:

a). 0.75

b). 0.12

c). 0.80

d).1.25

The **numbers** in the **rational form** ( in there lowest form) of p/q are

(a) 0.75 = 3/4

(b) 0.12 = 3/25

(c) 0.80 = 4/5

(d) 1.25 = 5/4

In the question ,

number in the **decimal form** are given , and we have to express them in the rational form that is p/q .

So ,the expressions in **rational form** and **lowest** form are

(a) 0.75 [tex]=[/tex] 75/100 = 3/4

(b) 0.12 [tex]=[/tex] 12/100 = 6/50 = 3/25

(c) 0.80 [tex]=[/tex] 80/100 = 8/10 = 4/5

(d) 1.25 [tex]=[/tex] 125/100 = 5/4

Therefore , The **numbers** in the **form of p/q **are (a) 0.75 = 3/4 , (b) 0.12 = 3/25 , (c) 0.80 = 4/5 , (d) 1.25 = 5/4 .

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f(n) = 3 to the power of n

f(-1) =

The answer to the function as provided that f(n) = 3 to the power of n can thus, solving the **linear function** as n for -1 we get the answer.

A **function** in mathematics from a set X to a set Y allocates exactly one element of Y to each element of X. The sets X and Y are collectively referred to as the function's **domain **and **codomain**, respectively.

A statement, rule, or law that establishes a relationship between an **independent variable** and a dependent variable in mathematics (the dependent variable) is said as a function.

f[n]= [tex]3^n[/tex]

And find f(-1)

So put -1 in place of n

thus f[-1] = [tex]3^{-1[/tex]

=1/3

=0.33

In mathematics, functions exist everywhere, and they are crucial for constructing **physical links** in the sciences.

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A baker uses 20 cups of flour to make bread. She uses 2 1/2 cups of flour to make each loaf. The baker sells 3/4 of the loaves of bread that she makes. How many loaves of bread does the baker sell?

First you need to see how much bread the baker makes if she uses 20 cups then you have to divide by 2 1/2 to see how much bread she made and all once you do that you get the answer ate the bacon made eight loaves of bread in cells 3/4 of the loads then you have to multiply 3/4 by eight to see how many loaves of bread baker sold once you do that you’re left with the answer 6 THE ANSWER TO YOUR QUESTION IS 6

Complete the tables of values for x+2y =7

Answers for the chart left to right

(-2, 4 1/2) (-1, 4) (0, 3 1/2) (1, 3) (2, 2 1/2) (3, 2)

Step by step

First I put our equation into y intercept form

2y = -1x + 7

Divide both sides by 2 to isolate y

2/2 y = -1/2x + 7/2

y = -1/2x + 3 1/2

Now we fill in your chart

From this we see the y intercept is at 3 1/2, so at (0, 3 1/2) is our coordinate on the y axis.

Enter this on your chart at 0x.

From here, we see our slope or rate of change is - 1/2 for every x value. So moving to the right from 0

3 1/2 + -1/2 = 3, (1, 3)

3 + -1/2 = 2 1/2 (2, 2 1/2)

2 1/2 + -1/2= 2 (3, 2)

Moving left from 0

3 1/2 - -1/2 = 4 (-1, 4)

4 - -1/2 = 4 1/2 (-2, 4 1/2)

Now you can graph your points

I did a graph for you as an example in the attachment

(-2, 4 1/2) (-1, 4) (0, 3 1/2) (1, 3) (2, 2 1/2) (3, 2)

Step by step

First I put our equation into y intercept form

2y = -1x + 7

Divide both sides by 2 to isolate y

2/2 y = -1/2x + 7/2

y = -1/2x + 3 1/2

Now we fill in your chart

From this we see the y intercept is at 3 1/2, so at (0, 3 1/2) is our coordinate on the y axis.

Enter this on your chart at 0x.

From here, we see our slope or rate of change is - 1/2 for every x value. So moving to the right from 0

3 1/2 + -1/2 = 3, (1, 3)

3 + -1/2 = 2 1/2 (2, 2 1/2)

2 1/2 + -1/2= 2 (3, 2)

Moving left from 0

3 1/2 - -1/2 = 4 (-1, 4)

4 - -1/2 = 4 1/2 (-2, 4 1/2)

Now you can graph your points

I did a graph for you as an example in the attachment

Jennifer has a collection of weights that each weigh 4, 6, or 9 pounds. If altogether, the weights weigh 42 pounds, what is the largest number of weights Jennifer could own?

The** largest** number of weights Jennifer could own is 798.

**Repeated addition** of the same number is made easier by multiplying the numbers. When we need to merge groups of similar sizes, we employ it. For instance, if there are 5 baskets, each containing 4 apples, we can use multiplication to get the total number of apples, which is 5 x 4 = 20 apples.

We can rapidly determine the total number of things by multiplying. When multiplying, we'll consider the number of groups with **similar** sizes and the number of items in each group.

Given: The collection of weights : 4 , 6 and 9 pounds

The total weight of the weights = 42 pounds

Thus the largest number of weights jennifer could own is 4+6+9 = 19 multiplied by the total weight of the weights

= 19 × 42

= 798.

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pls help me with aswell pls

Outward journey **Speed** = 20 km/hr , James stopped for 45 Mins ,Average speed homewars 15 km/hr

**What is speed, for instance?**

From graph Journey Started at 2PM

on 3PM James covered 20 km

Hence Speed = (20 - 0)/(3 -2) = 20 km/hr

outward journey Speed = 20 km/hr

Now outward Distance = 45 km

Time taken = 45/20 = 2 hr 15 min

Hence reached at 4 : 15 PM

Started home at 5 PM

James stopped for 45 Mins (3/4 hrs)

Reached back at 8PM

time taken = 8 - 5 = 3 Hrs

Distance = 45 km

Average speed homeward = 45/3 = 15 km/hr

Average speed homeward = 15 km/hr

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Write an expression that is equivalent to 3/4a + 2/3 - 1/2a - 1/3 + 1/2a

3/4a +1/3. Combine like terms

f(x)= -4x^2+12x-9

What is the value of the discriminant of f?How many x-intercepts does the graph of f have?

**Answer:**

discriminant =b^2 -4ac

= (12)^2 -4(-4)(-9)

=0

Determine which integer will make the inequality 5x + 12 > 2x + 6 false.

S:{−3}

S:{3}

S:{−1}

S:{1}

The** integer** is x>-2

5 x+12>2 x+6

Subtract 12 from both sides

5 x+12-12>2 x+6-12

**Simplify**

5 x>2 x-6

Subtract 2x from both sides

5 x-2 x>2 x-6-2 x

Simplify

3 x>-6

**Divide** both sides by 3

[tex]\frac{3 x}{3} > \frac{-6}{3}$$[/tex]

Simplify

x>-2

Positive, negative, and zero are all examples of** integers**. The Latin word "integer" signifies "whole" or "intact." As a result, fractions and decimals are not included in **integers**.

An **integer** is a number with no decimal or fractional part and it includes negative and positive numbers, including zero. A few examples of integers are: -5, 0, 1, 5, 8, 97, and 3,043.

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Can someone help me please

"**Subtract** to **eliminate** x" is correct option that is **option** C for the given set of **equations** -3x+2y=-15 and -3x-6y=9. equation defines "A **straight** **line's** general **equation** is y = mx + c, where m denotes the **gradient** and y = c **denotes** the point at which the **line** crosses the y-axis. On the y-axis, this value c is referred to as the **intercept**. Y = mx + c represents the **equation** of a straight line with gradient m and intercept c on the y-axis".

A **mathematical** statement known as an **equation** is made up of two expressions joined **together** by the **equal** sign. A **formula** would be 3x - 5 = 16, for instance. When this **equation** is solved, we discover that the value of the **variable** x is 7. The **definition** of an **equation** in algebra is a **mathematical** statement that **demonstrates** the equality of two mathematical **expressions**. The **point-slope** form, **standard** form, and **slope-intercept** form are the three main types of linear equations.

-3x+2y=-15

-3x-6y=9

subtract to eliminate x

8y=-24

For the given set of **equations**, -3x+2y=-15 and -3x-6y=9, option C, "Subtract to eliminate x," is the correct option. **Equation** explains "The general **equation** of a **straight** line is y = mx + c, where m stands for the **gradient** and y = c for the point where the line **crosses** the y-axis. This value c is referred to as the **intercept** on the y-axis. The equation of a **straight** line with **gradient** m and intercept c on the y-axis is represented by Y = mx + c ".

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If the acetic acid being titrated here were replaced by hydrochloric acid, would the amount of base needed to reach the equivalence point change?.
Please help me please Im begging I WILL GIVE YOU BRAINLEST
Federal Farmerwho:when:where:what:how:
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