Solve the inequality.

Answer:

**Answer:**

y > 9

**Step-by-step explanation:**

Given **inequality**:

To **solve **the given inequality, we need to** isolate y **on one side of the equation.

Begin by **multiplying **both sides of the inequality by 3 to **eliminate the fraction **on the right side:

Now, **divide **both sides of the inequality by -8 to **isolate y**. Remember to **reverse the inequality sign**, as we are dividing by a negative number.

Therefore, the **solution **is:

A bag contains 5 blue, 3 red, 6 green, 9 orange, and 20 black marbles. What is the ratio of number of blue marbles to the number of marbles that are orange or green?

Todd and Garrett began arguing about who did better on their tests, but they couldn't decide who did better given that they took different tests. Todd took a test in Math and earned a 74.6, and Garrett took a test in English and earned a 68.8. Use the fact that all the students' test grades in the Math class had a mean of 70.6 and a standard deviation of 11.9, and all the students' test grades in English had a mean of 63.7 and a standard deviation of 8.6 to answer the following questions. Required:a. Calculate the z-score for Todd's test grade.b. Calculate the z-score for lan's test grade.c. Which person did relatively better?

Find the measures of the supplementary angles that satisfy each case.The measure of the first angle is 45° more than the measure of the second.(I will make you braniliest if it is correct)

there are four pizzas which each have 12 slices. these pizzas will be divided between 15 people. how many slices does each person get if they are split evenly

The location of Sonia's school and home are plotted on the coordinateplane shown. What are the coordinates (x, y) of her school?

Todd and Garrett began arguing about who did better on their tests, but they couldn't decide who did better given that they took different tests. Todd took a test in Math and earned a 74.6, and Garrett took a test in English and earned a 68.8. Use the fact that all the students' test grades in the Math class had a mean of 70.6 and a standard deviation of 11.9, and all the students' test grades in English had a mean of 63.7 and a standard deviation of 8.6 to answer the following questions. Required:a. Calculate the z-score for Todd's test grade.b. Calculate the z-score for lan's test grade.c. Which person did relatively better?

Find the measures of the supplementary angles that satisfy each case.The measure of the first angle is 45° more than the measure of the second.(I will make you braniliest if it is correct)

there are four pizzas which each have 12 slices. these pizzas will be divided between 15 people. how many slices does each person get if they are split evenly

The location of Sonia's school and home are plotted on the coordinateplane shown. What are the coordinates (x, y) of her school?

B. (30, 55)

C. (60, -40)

D. (40, 60)

I believe it is C. (60, -40)

a. some of a firm's inputs are fixed

b. only a small number of firms can enter or exit the industry.

c. the firm always breaks even (earns zero profit).

d. all inputs can be changed, but only for a little while and then must be changed back to their original levels.

**Answer:**

q

**Step-by-step explanation:**

a q q q q q q q q q q qq q qq q q q q q qa q q q q q q q q q q q

The **short run **in economics is a period in which **some of a firm's inputs are fixed.** These fixed inputs can include capital, such as the factory building, which cannot be adjusted quickly in response to changes in economic circumstances. Meanwhile, **in the long run, all of a firm's inputs can be changed.**

In economics, the **short run** is referred to as a period wherein **some of a firm's inputs are fixed**. Notable examples of these fixed inputs can be capital or the factory building, which cannot be increased or decreased instantaneously in response to economic circumstances. This distinguishing characteristicseparates the short run from the long run where, in contrast, firms have the flexibility to change all inputs.

For instance, consider a bakery production. In the short run, the bakery cannot immediately expand its premises or decrease the size of its building if the demand changes. The equipment can't be heightened, the building is fixed and it can't be altered. Here, the bakery can increase production by hiring more employees or extending their hours which are known as variable inputs but cannot change its fixed inputs like the size of the building or equipment.

#SPJ6

**Answer:**

**Step-by-step explanation:**

Please refer to the attached figure.

So, we can see that our angle θ is in QII.

Recall **A**ll **S**tudents **T**ake **C**alculus. Since this is QII, we use the **S**tudents. In other words, only sine (and cosecant) is positive. So, cosine and tangent are negative.

Now, we also know that a point is (-4,5). Referring to our figure, this means that our adjacent side is 4 (technically -4, but we can ignore this) and our opposite side is 5. So, to find the other ratios, let's find the hypotenuse.

Use the Pythagorean Theorem:

Substitute 4 for a and b for 5. Solve for c. So:

Square:

Add:

Take the square root:

So, our side lengths are: Opposite=5; Adjacent=4; and Hypotenuse=√41.

Now, we can find our side lengths.

**Sine and Cosecant**:

Substitute 5 for Opp and √41 for Hyp. So:

Rationalize:

Since our angle is in QII, sine stays positive.

Cosecant is the reciprocal of sine. So:

**Cosine and Secant: **

Substitute 4 for Adj and √41 for Hyp:

Rationalize:

Since our angle is in QII, cosine is negative. So:

Secant is the reciprocal of cosine. So:

**Tangent and Cotangent: **

Substitute 5 for Opp and 4 for Adj. So:

Since our angle is in QII, tangent is negative. So:

Cotangent is the reciprocal of tangent:

And we are finished!

Using the given point (-4,5) in standard position, first calculate the radius using the Pythagorean theorem. Then, calculate each of the six trigonometric functions using the coordinates and the calculated radius.

The given point is (-4,5). In the standard position, the x-coordinate represents the cosine of the angle, while the y-coordinate represents the sin of the angle. However, we need to find the radius (r), which can be found using Pythagorean theorem:

r = sqrt(x

2

+ y

2

)

meaning, r = sqrt((-4)

2

+ 5

2

) = sqrt(41).

Now, each of the six trigonometric functions can be calculated as follows:

**Sine**(Sin θ = y/r): Sin θ = 5/sqrt(41),**Cosine**(Cos θ = x/r): Cos θ = -4/sqrt(41),**Tangent**(Tan θ = y/x): Tan θ = -5/4,**Cosecant**(Csc θ = r/y): Csc θ = sqrt(41)/5,**Secant**(Sec θ = r/x): Sec θ = -sqrt(41)/4,**Cotangent**(Cot θ = x/y): Cot θ = 4/5.

#SPJ3

6√2 + 4 √32

try to get the same number "2" remaining under the root sign by finding what # times 2 gives 32

6√2 + 4√2×√16

since 16 is a perfect Square √16 gives 4

therefore.

6√2 + 4 ×4 √2

6√2 +16√2

these are Like terms so add them

which would give u

22√2

hoped i helped, feel free to ask any question XOX

try to get the same number "2" remaining under the root sign by finding what # times 2 gives 32

6√2 + 4√2×√16

since 16 is a perfect Square √16 gives 4

therefore.

6√2 + 4 ×4 √2

6√2 +16√2

these are Like terms so add them

which would give u

22√2

hoped i helped, feel free to ask any question XOX

**Answer:**

w independant a dependant

**Step-by-step explanation:**

Answer:

See image

Step-by-step explanation: