Please help! not very hard, easy points! My test is timed and im having trouble
Solve the following problem. It may be helpful to use draw a chart on scrap paper to organize the information and write the equation. Be sure to show all steps (V.E.S.T.) and work in order to receive full credit.

A grocer wants to make a 10-pound mixture of cashews and peanuts that he can sell for $3.64 per pound. If cashews cost $5.80 per pound and peanuts cost $2.20 per pound, how many pounds of each must he mix?

The slope of the line y =3x(1 ,3) is 3.

The ratio of how much y grows as x grows by a certain amount is known as a line's slope. The slope of a line indicates how steep it is, or how much y rises as x rises. Anywhere along the line, the slope remains constant (the same). In math, we frequently want to quantify the steepness. Slopes B and C are clearly higher than slope A. While slope A is just four units high, they are both seven units high. Therefore, it would seem that height and steepness are related.

Given

Equation

y = 3x (1,3)

Using slope intercept form,

y = mx + b

m = slope

m = 3

The slope of the line y =3x(1 ,3) is 3.

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The total number of sunny days for the three years is 103 days.

This year there were 17 sunny days.

There were 17 sunny days this year, 18 fewer than last year. This is to mean that, last year, sunny days were 18 days more than this year, Which can be found by;

18+17 = 35 sunny days

Sunny days two years ago were three times the sunny days this year which is;

3×17 = 51 sunny days

Therefore, the total number of sunny days for the three years is calculated by adding the total number of sunny days for the three years:

17 + 35 + 51 = 103 sunny days

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According to square numbers , 1 is a square number while 2 is not .

What does Squaring mean ?

In mathematics, a square is the result of multiplying a number by itself. The verb "to square" is used to denote this operation. Squaring is the same as raising to the power 2, and is denoted by a superscript 2; for instance, the square of 3 may be written as 32, which is the number 9.

When you multiply an integer (a “whole” number, positive, negative or zero) times itself, the resulting product is called a square number, or a perfect square or simply “a square.” So, 0, 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, and so on, are all square numbers.

Thus , 1 is a square number while 2 is not .

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The two types of functions are linear and non linear functions.

A linear function is a function that can be written in the form f(x) = mx + b, where m and b are constants. This type of function has a constant rate of change, meaning the output will always increase or decrease the same amount for a given change in the input. For example, if the input increases by 3, the output will increase by 6. An example of a linear function is f(x) = 3x + 5. This function will always increase by 3 for each increase in the input, and will always have a y-intercept of 5.

A non-linear function is a function that cannot be written in the form f(x) = mx + b. This type of function has a variable rate of change, meaning the output will increase and decrease at different rates for different changes in the input. An example of a non-linear function is f(x) = x2 - 4x + 5. This function will increase and decrease at different rates for different changes in the input, and will always have a y-intercept of 5.

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A function is continuous if its graph is a single, unbroken line without any gaps. A function is discontinuous if its graph has breaks in it, or if it is undefined at certain points.

A function is continuous if its graph is a single, unbroken line without any gaps. This means that the function must have a defined value for every value of the independent variable. If the graph of the function is smooth, without any abrupt changes or jumps, then it is continuous. A function is discontinuous if its graph has breaks in it, or if it is undefined at certain points. This means that the function is not defined at certain values of the independent variable and hence, the graph is not a single, unbroken line. Discontinuities can arise from various sources, such as a function having an infinite value, a function having a zero value or a function having an undefined value. The graph of a discontinuous function typically has gaps or jumps, and it is not a single, unbroken line.

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Answer:

1536

Step-by-step explanation:

Answer:

3,6,12,24,48,96,192,384,768,1536

I don't know which term you need so i mentioned all terms

Answer:

52 degrees

Step-by-step explanation:

The 3 angles of a triangle add up to 180 degrees

To find angle C, use 180 - B - A = C

180 - 85 - 43 = 52

Using Pythagoras theorem the compound inequality for the possible length is 7.6 ≤ x ≤ 9

Pythagoras theorem states that “In a right-angled triangle,  the square of the hypotenuse side is equal to the sum of squares of the other two sides“. The sides of this triangle have been named Perpendicular, Base and Hypotenuse. Here, the hypotenuse is the longest side, as it is opposite to the angle 90°.

To find the possible value for the third side, we have to use Pythagoras formula which is given as;

x² = y² + z²

In the first scenario, we would assume the third side is the hypothenuse

x² = 8.3² + 3.4²

x = 9

In the second scenario, we would assume the third side is one of the legs of the triangle and the formula will change to

8.3² = y² + 3.4²

y² = 8.3² - 3.4²

y = 7.6

Writing a compound inequality to show the possible length

7.6 ≤ x ≤ 9

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The final answers are a) 12 b)3/28 c) 2

In Maths, reciprocal is simply defined as the inverse of a value or a number. If n is a real number, then its reciprocal will be 1/n. It means that we have to convert the number to the upside-down form. For example, the reciprocal of 9 is 1 divided by 9, i.e. 1/9

Given here a) 4÷1/3 = 4×3

                                =12

                   b) 3/8÷7/2 = 2×3/8×7

                                     = 3/28

                   c) 3¹/₂ ÷7/4 = 7/2÷7/4

                                      = 2

Hence the answers are 12, 3/28 , 2

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From the parallelogram AECF, lines A F is similar to E C.

You should know that two or three lines are congruent if they are the same or if they look alike.

The given parameters  are

Parallelogram A E CF (given)

Parallelogram A B C D                   given

In every parallelogram, opposite side are parallel and similar

From parallelogram ABCD, line AB  = DC = FD

Also,  AB=DC=BE

In the figure also, ΔAFD=ΔBCE   (similar triangles)

Therefore, A F  similar to E C

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The explicit form that would be used to find the nth term in the sequence is aₙ = 2 + 3n

What is arithmetic sequence?

The difference between each consecutive term in an arithmetic sequence is constant.

An explicit formula for an arithmetic sequence is a = d(n - 1) + c, where d is the common difference between consecutive terms.

According to the given question:

The first term in an arithmetic sequence is 5 that is a = 5

Now, the third term in the sequences is -1

a₃ = a + 2d

By substituting the value of a and a₃ we can find d for the arithmetic sequence.

-1 = 5 + 2d

2d = -6

d = -3

So, the explicit form that would be used to find the nth term in the sequence is

aₙ = 5 - (n - 1)(-3)

Simplifying further to get

aₙ = 2 + 3n

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The sum of roots of x2 + 5x + 6 = 0 is -5.

x2 + 5x + 6 = 0

To find the sum of roots, we need to factor the equation :

x2 + 5x + 6 = 0

x2 + 3x + 2x + 6

= 0

x(x + 3) + 2(x + 3)

= 0

(x + 3)(x + 2) = 0

x = -3, -2

Sum of Roots = -3 + (-2) = -5

x2 + 5x + 6 = 0

To find the sum of roots, we need to factorize the given equation. To do that, we can divide the equation into two parts, x2 + 3x and 2x + 6. We can factorize the first part as x(x + 3) and the second part as 2(x + 3). Then, we can multiply both parts to get the factorized equation, (x + 3)(x + 2) = 0. We can solve this equation to get the roots, x = -3 and -2. Finally, we can add both roots to get the sum of roots, -3 + (-2) = -5.

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The discriminant of a quadratic equation is equal to the expression (b^2 - 4ac) where a, b, and c are the coefficients of the equation. In this case, the discriminant is equal to (5^2 - 4(2)(3)) = 25 - 24 = 1.

The discriminant of a quadratic equation is a numerical value that can be used to determine the nature of its roots. The discriminant is equal to the expression (b^2 - 4ac) where a, b, and c are the coefficients of the equation. In this case, the equation is 2x² 5x 3 0. We can identify the coefficients of the equation as a = 2, b = 5, and c = 3. Using the formula, the discriminant is equal to (5^2 - 4(2)(3)) = 25 - 24 = 1. This means that the equation has two real and equal roots, as the discriminant is equal to zero. This can be seen by factoring the equation, which gives us (2x - 3)(x + 1) = 0. The roots of the equation are then x = 3/2 and x = -1.

Discriminant = b^2 - 4ac

= (5)^2 - 4(2)(3)

= 25 - 24

= 1

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When the population standard deviation is not known, the sample size needed for a confidence interval can be determined using the t-distribution.

The t-distribution is used to calculate the margin of error, which is the amount of variation that is allowed in the sample results. The sample size needed for a confidence interval is determined by calculating the critical value of the t-distribution for a given level of confidence and degree of freedom. The degree of freedom is the number of independent observations in the sample minus one.

The confidence level determines the critical value of the t-distribution, which is used to calculate the margin of error. The sample size is then calculated by dividing the margin of error by the desired confidence level. This method allows us to determine the sample size needed for a confidence interval even when the population standard deviation is unknown.

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Answer:

Slope: 2

Y-Intercept: 47

Equation (in slope-intercept form): p = 2b + 47.

Step-by-step explanation:

To determine the equation, slope, and y-intercept for a function that outputs the total points the Dragons scored based on the number of 2-point baskets made, you will need to use the information given about the number of 3-pointers, foul shots, and 2-point baskets made.

First, let's define p as the total number of points the Dragons scored and b as the number of 2-point baskets made.

We know that the Dragons scored a total of 12 three-pointers * 3 points per 3-pointer + 11 foul shots * 1 point per foul shot = 47 points from 3-pointers and foul shots.

Therefore, the total number of points the Dragons scored can be expressed as:

p = 47 points + 2 points per 2-point basket * b 2-point baskets

This equation is in slope-intercept form, with the slope being 2 points per 2-point basket and the y-intercept being 39 points.

The equation in slope-intercept form is:

p = 2b + 47

Therefore, the slope of the function is 2, the y-intercept is 39, and the equation is p = 2b + 47.

Answer:

Octagon

Step-by-step explanation:

An octagon has 4 sets of parallel lines and 8 sides.

The value of b when the system has an infinite number of solutions is 12.

The Given equations are

y=6x-b ---(1)

6=3x+3y ----(2)

If the system has an infinite number of solutions, then equation 1 is equal to equation 2

If a pair of linear equations have unique or infinite solutions, then the system of equation is said to be a consistent pair of linear equations

Isolate variable y in equation 2

2=x+y

Multiply by 6 on both sides

y=6x-12 -----(3)

To find the value of b, equate equation 1 and equation 3

6x-b=6x-12

b=12

Thus the value of b=12.

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Answer:

A = 5 ;  B = 6

B = 7 ; C = 8

C = 9 ; D = 10

convert C:D where C is equals to C in B:C

C = 144 ; D = 160    

convert B:C where B is equals to B in B:C

C = 144 B = 126

convert A:B where B is equals to B in B:C

B = 126 A = 30

A = 30, B = 126, C = 144, D = 160

ratio

Step-by-step explanation:

Answer:

Option D is correct answer

Step-by-step explanation:

-4b + 8c + 12 - 8b - 2c + 6

-4b - 8b + 8c - 2c + 12 + 6

-12b + 6c + 18

Take 6 as common

6(-2 + c + 3)

Thus, The answer is 6(-2 + c + 3)

Answer:

C, n= -1 or 1.

Step-by-step explanation: The bars around 3x+6 are absolute value bars (| |), meaning that whatever lies inside of them will turn positive. An example: |-9| ➡️ 9. So, since we do have the absolute value bars, multiplying 3 by -1 would not effect the equation. So therefor we could use a regular 1 or a negative one to make the equation equal to 9.

"If in two triangles, sides of one triangle are proportionate to (i.e., in the same ratio of) the sides of the other triangle, then their corresponding angles are equal and consequently the two triangles are comparable," asserts the Side-Side-Side (SSS) criteria.

Take a look at the triangles below.

- We can see that all three pairs of the sides of these triangles are congruent. - This is also known as "side-side-side" or "SSS." According to the SSS criteria for triangle congruence, two triangles are congruent if they have three pairs of congruent sides.

SSS Congruence Rule Theorem

When one triangle's three sides are identical to the corresponding three sides of another triangle, two triangles are said to be congruent.

The aforementioned theorem will now be proven.

Given: [tex]\triangle A B C[/tex] and [tex]\triangle P Q R[/tex] such that AB=PQ, BC=QR and AC=PR.

To prove: [tex]\triangle A B C \cong \triangle PQR[/tex]

Construction: Let BC be the longest side of [tex]\triangle A B C[/tex] and so QR is the longest side of [tex]\triangle P Q R.[/tex]

Draw PS so that [tex]\angle R Q S=\angle C B A[/tex] and [tex]\angle Q R S=\angle B C A[/tex].

Join SQ and SR.

In [tex]\triangle ABC[/tex] and [tex]\triangle SQR[/tex],

BC=QR Given

[tex]\angle C B A=\angle R Q S[/tex] By construction

[tex]\angle B C A=\angle Q R S[/tex] By construction

[tex]\triangle A B C \cong \triangle SQR[/tex] By ASA congruence

[tex]\angle A=\angle S[/tex] By CPCTC

AB=SQ By CPCTC

AC=SR

Now, AB=PQ and AB=SQ => PQ=SQ

Similarly, AC=PR and AC=SR => PR=SR

Hence, [tex]\triangle ABC \cong \triangle PQR,[/tex]

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The base in term of the height of the triangle is written as ;b = 2A/h.

A closed triangle has three sides. It is among the fundamental geometric shapes because it has three vertices and three sides.

Thus, the formula for the are area of the triangle is -

A = 1/2 bh

In  which,

b = base of the triangle.

h = height of the triangle.

In term of the height.

b = 2A/h

Thus, the base in term of the height of the triangle is written as;b = 2A/h.

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Answer:

neither coz m1=-1/5 and m2=1/5

m1 is not equal to m2 [not parallel]

m1× m2 is not equal to -1.[not perpendicular]