The credit card industry works similar to the cigarette industry. what reasons caused culture to change its view of cigarettes over the past few decades? what do you think would need to happen to change america's view of credit cards?

The correct statements about financial literacy from the given options are as follows:

The only option that isn’t included is: One reason to become financially literate is to make you rich.  Though knowledge about financial literacy can help you in managing your finances, you would need great amount of knowledge about other fields to be able to become rich - not just financial literacy.

Answer:

B) d=4t

Step-by-step explanation:

let's look at two points

1. t=0, d = 0

2. t = 1, d = 4

slope = change in vertical axis (d)/ change in horizontal axis (t)

change in d = 4 = d₂-d₁

change in t = 1 = t₂-t₁

slope = 4/1 = 4

vertical variable = slope * horizontal variable + horizontal axis intercept

d = 4 * t + horizontal axis intercept

horizontal axis intercept is the vertical axis variable (d) when the horizontal axis variable (t) is at 0. at t=0, d=0

thus, d = 4 * t + 0

d = 4t (B)

Step-by-step explanation:

The system of equations for eq 1 which is 3x + y = 118 represents the Green High School which filled three buses(with a specific number of students identified as x) and a van(with a specific number of students identified as y) with a total of 118 students.

for eq 2; 4x + 2y = 164; represents Belle High School which filled four buses(with a specific number of students identified as x) and two vans(with a specific number of students identified as y) with a total of 164 students.

The solution represents the specific number of students in the buses and vans in eq1 and eq 2 with x being 36 students and y being 10 students.

substituting 36 for x and 10 for y in eq 1;

3(36) + 10 = 108 + 10 = 118 total students for Green High School

substituting 36 for x and 10 for y in eq2;

4(36) + 2(10) = 144 + 20 = 164 total students for Belle High school

Answer:

1

(2/3)^0=1

(1)^‐³

(1/1)³

1

Rewrite the angle as a sum or difference with its

reference angle: sin(180° + 20°)

Simplify the expression using the general

reduction formula: sin(20)

Calculate the approximate value: -0.34202

Answer: -0.34202

Answer:

the answer is x=-4

Step-by-step explanation:

Answer:

9 - 10i

Step-by-step explanation:

2 + 4 =

6

- 3(when added) =

3

6 + 3 =

9

i + 6i =

7i

7i + 3i =

10i

Answer:

10i

Step-by-step explanation:

i think im wrong but i hope u get the right answer

The linear equation that represent the situation is 3b - 6 = 45.

The value of b is 17.

The situation forms a linear equation. Therefore,

y = mx + b

where

Therefore, let's model the equation linearly,

where

She bought the book for $3 each and receive a discount of $6. The total money spent after the discount is $45.

Therefore, the equation is as follows

3b - 6 = 45

The value of b is as follows;

3b - 6 = 45

3b = 45 + 6

3b = 51

b = 51 / 3

b = 17

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Answer:

The linear equation that represent the situation is 3b - 6 = 45.

The value of b is 17.

How to represent a linear equation?

The situation forms a linear equation. Therefore,

y = mx + b

where

m = slope

b = y-intercept

Therefore, let's model the equation linearly,

where

b = number of books bought

She bought the book for $3 each and receive a discount of $6. The total money spent after the discount is $45.

Therefore, the equation is as follows

3b - 6 = 45

The value of b is as follows;

3b - 6 = 45

3b = 45 + 6

3b = 51

b = 51 / 3

b = 17

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Answer:

C.) 3 and -3

Step-by-step explanation:

The question is asking: "Which numbers can be multiplied by themselves and equal 9?" You can formally find this answer by taking the square root of 9, the opposite of squaring a number. Or, in this case, you can try the guess-and-check method. Remember, multiplying two negative numbers together results in a positive answer.

A.) is incorrect because 81 x 81 = 6561 and -81 x -81 = 6561.

B.) I'm assuming this answer is [tex]\sqrt{3}[/tex] (if it's not, there is still a better answer). This answer is incorrect because [tex]\sqrt{3}[/tex] x [tex]\sqrt{3}[/tex] = 3.

C.) is correct because 3 x 3 = 9 and -3 x -3 = 9.

D.) is incorrect because -3² also equals 9.

Check the picture below.

we know the diameter MK is 9 units, so the radius must be half that, or 4.5.

[tex]\textit{arc's length}\\\\ s=\cfrac{\theta \pi r}{180}~~ \begin{cases} r=radius\\ \theta =\stackrel{degrees}{angle}\\[-0.5em] \hrulefill\\ r=4.5\\ \theta =218 \end{cases}\implies \begin{array}{llll} s=\cfrac{(218)\pi (4.5)}{180}\implies s=5.45\pi \\\\\\ s\approx 17.1 \end{array}[/tex]

For the expression y5y3−(y−2)4 the correct value is in the first tile, and for the expression (y−2)4+y3y5 the correct value is in the fifth tile.

Exponents that should be integers are known as integer exponents in mathematics. It could be either a positive or negative integer. The positive integer exponents specify how many times the base number should be multiplied by itself in this case.

We have:

[tex]=\rm y^5y^3-(y^{-2})^4[/tex]

[tex]= \rm y^{5+3}-(y^{-2\times4})[/tex]

[tex]= \rm y^{8}-(y^{-8})[/tex]

[tex]= \rm y^{8}-\dfrac{1}{y^{8}}[/tex]

[tex]\rm y^5y^3-(y^{-2})^4 = y^{8}-\dfrac{1}{y^{8}}[/tex]

Similarly,

[tex]\rm (y^{-2})^4 + \dfrac{y^3}{y^{5}} = \rm \dfrac{1}{y^{8}} + \dfrac{1}{y^{2}}[/tex]

Thus, for the expression y5y3−(y−2)4 the correct value is in the first tile, and for the expression (y−2)4+y3y5 the correct value is in the fifth tile.

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Answer:

x= 6

Step-by-step explanation:

To find the value of x that makes the equation true, first shift all the x terms to one side of the equation.

6x -3x= 18

Simplify:

3x= 18

Divide both sides by 3:

x= 18 ÷3

x= 6

              [tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Question:-}}}\rule{50}{1}[/tex]

       What value of x makes the equation [tex]\large\textit{6x=3x+18}[/tex] true?

[tex]\rule{50}{1}\large\blue\textsf{\textbf{\underline{Answer and how to solve:-}}}\rule{50}{1}[/tex]

   [tex]\dagger[/tex] When solving an equation, we need to make sure that variables are on one side of the equation, which is usually the left-hand side,  and numbers are on the other side, which is usually the right-hand side, of the equation.

[tex]\bigstar[/tex] Since we have variables on the right-hand side as well as the left-hand side, we need to move all of them to the left-hand side, with the opposite operation:-

[tex]\sf{6x-3x=18}[/tex]                Subtract 6x-3x:-

[tex]\sf{3x=18}[/tex]                 Now, divide by 3 on both sides:-

[tex]\boxed{\boxed{\sf{x=6}}}\checkmark[/tex]

         We can do that by substituting 6 for x (into the original equation)

       and seeing whether or not we have a true statement:-

        [tex]\implies\sf{6(6)=3(6)+18}[/tex]

       [tex]\implies\sf{36=18+18}[/tex]

      [tex]\implies\sf{36=36}[/tex]

     [tex]\bigstar[/tex] Since the LHS equals the RHS, our solution (x=6) is correct.

         [tex]\rule{50}{1}\smile\smile\smile\smile\smile\rule{50}{1}[/tex]

Answer:

the equation has infinitely amny solutions

[tex] \orange{\boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \boxed{ \blue{{deenz \red{l}}}}}}}}}}}}}[/tex]

thanks

Answer:

∠A≅∠Y        AB≅YZ

∠B≅∠Z          AC≅YX

∠C≅∠X         BC≅ZX

ΔABC ≅ ΔYZX

Step-by-step explanation:

congruent is identical in form so if the angle has one dash than look for the identical version on the other triangle

The pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set and a line graph that displays the trend or the behaviour of the data set, called a line graph.

A line graph is a graph made up of segments of straight lines that connect the depicted data points.

As we know, that pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set.

From the definition of the line graph, the graph that displays the trend or the behaviour of the data set, called a line graph.

Thus, the pie chart is the most useful diagram on that will present the proportion of each observation in relation to the total data set and a line graph that displays the trend or the behaviour of the data set, called a line graph.

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

[tex]\blue{\textsf{\textbf{\underline{\underline{Question:-}}}}[/tex]

Is (2,2) a solution of the inequality y≤3x-5?

[tex]\blue{\textsf{\textbf{\underline{\underline{Answer and How to Solve:-}}}}[/tex]

Simply write the y-coordinate in lieu of y and write the x-coordinate in lieu of x:-

2≤3(2)-5

Multiply:-

2≤6-5

2≤1

2 is less than 1, but it's not equal to 1.

So the right option is:-

[tex]\bigcirc\!\!\!\!\!\bigstar[/tex] (2,2) would be a solution if the inequality was y<3x-5

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

Answer:

27

Step-by-step explanation:

One face of the cube is 9 square cm (54/6). So the length of an edge is 3 cm.

3x3x3 = 27

Answer: P(both green)=1/16

P(both blue)=1/4

P(first orange and then blue)=1/8

Step-by-step explanation:

Answer:A, B, and D

Step-by-step explanation:

Answer:

A) The areas of two congruent figures are equal.

Step-by-step explanation:

Solution:

2nd, 3rd, and 4th statements are formulas, not theorems.

Areas of two congruent figures that are equal is a theorem.

To solve this problem, we have to apply mole-concept to this and we would need the molar mass of AlCl3.  2g of AlCl3 contains 9.034*10^21 molecules.

The molar mass of AlCl3 is given as 133.34g/mol

Data;

Using the mole concept, we can equate the molar mass to the number of molecules present in the entity.

[tex]133.34g = 6.023*10^2^3[/tex]

If we equate this

[tex]133.34g = 6.023*10^2^3\\2g = x molecules\\x = \frac{2*6.023*10^2^3}{133.34} \\x = 9.034*10^2^1 molecules[/tex]

From the calculations above, 2g of AlCl3 contains 9.034*10^21 molecules.

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[tex] \frac{ - 1}{2} [\cos(8x(x + 3))]+ c[/tex]

Answer:

[tex]\large \text{$ -\dfrac{1}{2}\cos (8x^2+24x) + C $}[/tex]

Step-by-step explanation:

[tex]\large \displaystyle\begin{aligned}\textsf{let }\:u & =8x^2+24x\\\\\implies \dfrac{du}{dx} & =16x+24\\ & =2(8x+12)\\\\\implies dx & =\dfrac{1}{2(8x+12)}\: du\\\end{aligned}[/tex]

[tex]\large\displaystyle\begin{aligned}\int (8x+12) \sin (8x^2+24x)\:dx & = \int (8x+12) \sin (u) \cdot \dfrac{1}{2(8x+12)}\:du\\\\& = \int \dfrac{(8x+12)\sin (u)}{2(8x+12)}\:du\\\\& = \int \dfrac{1}{2}\sin (u)\:du\\\\& = -\dfrac{1}{2}\cos (u) + C\\\\& = -\dfrac{1}{2}\cos (8x^2+24x) + C\\\\\end{aligned}[/tex]

13(z+16) = 949

z+16 = 949 : 13 = 73

z = 73 - 16 = 57

Recheck : 13 x (57+16) = 13 x 73 = 949.

Answer:

Step-by-step explanation:

Answer:

(-2,2)     see attached diagram

Step-by-step explanation:

see graph

This are used to determine the maximum or minimum of a function. The vertex form of the function is given as y = 3(x+2)² - 5

This are used to determine the maximum or minimum of a function. Give the quadratic equation expressed as:
y = 3x² + 12x + 7

The vertex form of the function will be in the form y = a(x-h)² + k

Complete the square

y = 3(x² + 4x) + 7

y = 3(x² + 4x + 2² - 2²) + 7
y = 3(x+2)² - 3(4) + 7

y = 3(x+2)² - 5

Hence the vertex form of the function is given as y = 3(x+2)² - 5

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Answer:

22.95 (Addition)

Step-by-step explanation:

Add the numbers

Add $5.35 + $17.50

Answer = 22.95

How did we get it? ( Added the numbers)

Have a good day :D

Answer:

12 in3

step by step exlpaination.

Answer:

the greater rate would be 38 miles in 20 minutes

Step-by-step explanation:

This is because when going 38 miles per 20 minutes, you are going 10 miles faster than 22 miles per 20 minutes