3 time 4 divided by 6

Answer:

B- y=-x+2

Step-by-step explanation:

I did this before

Answer:

It will cost $12.75 for a 7-mile ride.

Step-by-step explanation:

x = per mile

y = total cost

Equation:

y = 4 + 1.25x

For 7 miles:

y = 4 + 1.25x

y = 4 + 1.25(7)

y = 4 + 8.75

y = 12.75

A one-tailed hypothesis is more appropriate in this scenario because it aligns with the research question and reduces the risk of making a Type I error in the direction that is not of interest.

Type I Error: In statistical hypothesis testing, a Type I error occurs when we reject the null hypothesis when it is actually true. By using a one-tailed hypothesis, we reduce the risk of committing a Type I error, specifically in the direction that is not of interest. In this case, a Type I error would be rejecting the null hypothesis when the mean breaking strength is actually equal to or less than 50 kilonewtons, while we are primarily interested in determining if it is greater than 50 kilonewtons.

Let's consider the two hypotheses:

H0: μ = 50 (null hypothesis)

H1: μ > 50 (alternative hypothesis)

If the calculated test statistic is greater than the critical value, we reject the null hypothesis in favor of the alternative hypothesis, concluding that there is sufficient evidence to support the claim that the mean breaking strength is greater than 50 kilonewtons.

On the other hand, if the calculated test statistic is less than or equal to the critical value, we fail to reject the null hypothesis. This means that the sample data does not provide enough evidence to support the claim that the mean breaking strength is greater than 50 kilonewtons.

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Complete Question:

Type I error: A company that manufactures steel wires guarantees that the mean breaking strength (in kilonewtons) of the wires is greater than 50. They measure the strengths for a sample of wires and test H0: μ = 50 versus H1: μ > 50.

This test uses a one-tailed alternative hypothesis. Explain why a one-tailed hypothesis is more appropriate than a two-tailed hypothesis in this situation.

Answer:

they have different areas and different perimeters

Step-by-step explanation:

Answer:

There's no A so I'm going to assume you meant X

X = 23

Step-by-step explanation:

X is equal to 23, because 23 - 18 = 5

or 5 + 18 = 23

Answer:

nothing

Step-by-step explanation:

The ones digit will not change.....only the 'tens' digit will change...

Answer:

Conclusion:

The rate of change of function 1  = 3

The rate of change of function 2 = 5/3

The initial Value of function 1 = y = 2

The initial Value of function 2 = y = 3

Step-by-step explanation:

Function 1)

Determining rate of change for function 1:

x        1         2         3         4

y       5        8          11        14

Finding the rate of change or slope using the formula

Rate of change = m = [y₂-y₁] / [x₂-x₁]

Taking any two points, let say (1, 5) and (2, 8)

Rate of change = m = [8-5] / [2-1]

                                 = 3/1

                                  = 3

Therefor, the rate of change of function 1 = m = 3

using point-slope form to determine the function equation

y-y₁ = m (x-x₁)

where m is the rate of change or slope

substititng m = 3 and the point (1, 5)

y - 5 = 3(x - 1)

y - 5 = 3x-3

y = 3x-3+5

y = 3x + 2

Thus, equation of function 1 will be:

y = 3x + 2

Determining Initial Value for Function 1:

substituting x = 0 in the equation to determine the initial value

y = 3(0)+2

y = 0+2

y = 2

Therefore, the initial Value of function 1 will be: y = 2

Function 2)

Determining the rate of change for function 2:

Given the function 2

\(y\:=\:\frac{5}{3}x+3\)

comparing with the slope-intercept form of a linear function

y = mx+b     where m is the rate of change

so the rate of change of function 2 = m = 5/3

Determining Initial Value for Function 2:

substituting x = 0 in the equation to determine the initial value

\(y\:=\:\frac{5}{3}x+3\)

\(y\:=\:\frac{5}{3}\left(0\right)+3\)

\(y = 0+3\)

\(y = 3\)

Therefore, the initial Value of function 2 will be: y = 3

Conclusion:

The rate of change of function 1  = 3

The rate of change of function 2 = 5/3

The initial Value of function 1 = y = 2

The initial Value of function 2 = y = 3

the correct question is

The parabola y = z^2 is changed to the form y = a(z - p)2 + q, by translating the parabola 2 units up and 4 units right and expanding it vertically by a factor of 3. What are the values of a, p, and q ?

-

we have

y=z^2 ------> parent function

vertex is (0,0)

y=a(z-p)^2+q

the translation is 2 units up and 4 units right

so

the rule is

(x,y) -----> (x+4,y+2)

so

y=a(z-4)^2+2

and

expanding it vertically by a factor of 3

the rule is

(x,y) -----> (x,3y)

therefore

y=3(z-4)^2+2

answer is

Answer:

12 in the first blank

20 in the second one

Step-by-step explanation:

12 because it is 8+4

20 because it is 60/3

Answer:

Horizontal: y = 9

Vertical: x = 3

Step-by-step explanation:

Any point is given in the form (x,y). The first number is the x and the second number is the y.

Horizontal lines (a left-right line like the horizon) have an equation in the form "y = anumber" This works because a horizontal line has ZERO slope. So there is no x in the equation because--

y = 0x + b

y = b (a number, use the y-number from the point)

A vertical line has undefined slope so you can't even pretend to use a slope equation. A vertical line (up and down) has an equation in the form

"x = anumber" Use the x from the point.

Horizontal line through (3,9) is y=9.

Vertical line through (3,9) is x=3

The linear inequality of the graph is: -x + 2y + 1 > 0

First, we calculate the slope of the dashed line using:

\(m = \frac{y_2 - y_1}{x_2 - x_1}\)

Two points on the graph are:

(1, 0) and (3, 1)

The slope (m) is:

\(m = \frac{1 - 0}{3 - 1}\)

This gives

m = 0.5

The equation of the line is calculated as:

\(y = m(x -x_1) + y_1\)

So, we have;

\(y = 0.5(x -1) + 0\)

This gives

\(y = 0.5x -0.5\)

Multiply through by 2

\(2y = x - 1\)

Now, we convert the equation to an inequality.

The line on the graph is a dashed line. This means that the inequality is either > or <.

Also, the upper region of the graph that is shaded means that the inequality  is >.

So, the equation becomes

2y > x - 1

Rewrite as:

-x + 2y + 1 > 0

So, the linear inequality is: -x + 2y + 1 > 0

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Complete question

Find a linear inequality with the following solution set. Each grid line represents one unit. (Give your answer in the form ax+by+c>0 or ax+by+c \(\geq\) 0 where a, b, and c are integers with no common factor greater than 1.)

The line passing through (2,5) and (-3,4) can be represented by the equation y = (-1/5)x + 27/5, where the slope is -1/5 and the y-intercept is 27/5.

To find the equation of a line passing through two given points, we can use the slope-intercept form of a line, which is y = mx + b.

First, we calculate the slope (m) using the formula: m = (y2 - y1) / (x2 - x1).

Substituting the coordinates (2,5) and (-3,4) into the formula, we get m = (4 - 5) / (-3 - 2) = -1/5.Now, we can substitute the slope and one of the points into the equation to find the y-intercept (b). Using the point (2,5): 5 = (-1/5)(2) + b. Solving for b, we get b = 5 + 2/5 = 27/5.

Finally, we can write the equation of the line passing through the points (2,5) and (-3,4) as y = (-1/5)x + 27/5.So, the equation of the line is y = (-1/5)x + 27/5.

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Answer:

So the number of girls is 7 times the number of boys. If we want a specific number, we would need to know the total number of students in the class.

Step-by-step explanation:

Let's use algebra to solve the problem:

Let's say the number of boys in the classroom is "b", and the number of girls is "g".

From the problem statement, we know that:

g > b (the number of girls is greater than the number of boys)

g/b = 7/5 (the ratio of girls to boys is 7:5)

We can use the second equation to write g in terms of b:

g/b = 7/5

g = (7/5) * b

Now we can substitute this expression for g into the first equation:

g > b

(7/5) * b > b

Simplifying this inequality:

7b/5 > b

7b > 5b

2b > 0

b > 0

So we know that b is positive.

To find the exact value of b, we can use the fact that the ratio of g to b is 7:5:

g/b = 7/5

(7/5) * b/b = 7/5

7b/5b = 7/5

7/5 = 7/5

This equation is true for any value of b (as long as b is positive), so we don't actually get a unique solution for b. However, we can still make a statement about the relationship between b and g:

g/b = 7/5

g = (7/5) * b

g = (7/5) * 5x

g = 7x

So the number of girls is 7 times the number of boys. If we want a specific number, we would need to know the total number of students in the class.

Answer:

B = (5/7)G where B and G are the numbers of Boys and Girls,

Step-by-step explanation:

The ration of girls to boys is 7/5. If we let G and B represent the numbers of Girls and Boys, we can write:

   G/B = 7/5

The problem dioes not tell us the number of either boys or girls, so we cannot calculate the number of boys, as the question seems to ask.  If the actual number of girls is provided, then we can calculate the number of boys:

  G/B = 7/5

   5G = 7B  [Multiply both sides by 5B]

    7B = 5G and so

              B = (5/7)G

If, for example, there were 14 girls, there would be B = (5/7)*(14) or 5 Boys.

The quantity of cakes bought at the fair is a function of the price of the cakes. The data is continuous.

The independent variable is the variable that the person carrying out an experiment changes or manipulates. The independent variable is the price of the cake.

The dependent variable is the variable that is being measured in an experiment. The dependent variable is the quantity of cakes bought.

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The answer to the question is that \( A_{1} \) is smaller than \( A_{2} \)

To begin, it is important to note that the terms "emalier" and "5PRECALC7" are not relevant to the question and can be ignored. Additionally, there are several typos and extraneous information that can also be ignored. The main focus of the question is to determine the relationship between \( A_{1} \) and \( A_{2} \).

From the information provided, it is clear that \( A_{1} \) is smaller than \( A_{2} \). This is because the value of \( A_{1} \) is given as 2, while the values of \( b \) and \( c \) are 27 and 33, respectively. Since \( A_{2} \) is the sum of \( b \) and \( c \), it is clear that \( A_{2} \) is larger than \( A_{1} \).

Therefore, the answer to the question is that \( A_{1} \) is smaller than \( A_{2} \).

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Given:

Find-:

How many times greater is the radius of Earth is than the radius of a lacrosse ball

Explanation-:

Let x times grater then lacrosse ball

so,

So the radius of Earth is 2.16 10 to the power 8 times greater than then radius of a lacrosse ball

Answer:

Yes, it's rational.

Step-by-step explanation:

6.444  is an rational number because it can't be expressed by a fraction. It has a repeating decimal expansion.

Hope this helps! Stay safe and please mark brainliest!

Answer: ∠p = 85; ∠Q = 72; ∠R = 23

have: m∠P + m∠Q + m∠R = 180°

=> 4x - 7 + 3x + 3 + x = 180°

⇔ 8x - 4 = 180

⇔ x = (180 + 4)/8

⇔ x = 23

=> m∠P = 4.23 - 7 = 85°

m∠R = 23°

m∠Q = 3.23 + 3 = 72°

Step-by-step explanation:

Answer:

You need to know 3 things to solve Example 1:

P.S.: These are absolute value bars → ║.

Answer:

top half

Step-by-step explanation:

13 is 6

14 is 5

15 is -7.4

16 is 0.2

17 is 8.4

18 is -46

19 is -18

20 is 14.6

21 is -8.4

The base is 16 while the amount is 15 giving a percentage of 93.75%

Percentage is a number or ratio expressed in a fraction of 100. It is represented in percentage sign.

Let x represent the base and y represent the amount.

The base is one greater than the amount. Hence:

The percentage is 93.75%, hence:

y/x = 93.75%

y/x = 0.9375

y = 0.9375x

0.9375x - y = 0  (2)

From equation 1 and 2:

x = 16, y = 15

The base is 16 while the amount is 15.

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Answer:

1479 gm

Step-by-step explanation:

V = 10 * 3 * 5 = 150 cm^3

150 cm^3  * 9.86 g / cm^3 = 1479 gm

When the radius is 10 inches and the height is 20 inches

(a) rate change of the volume of the cylinder is 5340.7 inch²/min.

(b) rate of change of the surface area of the cylinder is 1068.14 inch²/min.

Volume and surface area of the closed cylinder both increase with time.

Let r be the Radius and h be the height of the cylinder in inches at time t.

\(\frac{dr}{dt} =5\) inch/min and \(\frac{dh}{dt} =-3\) inch/min

Let V be the volume of the cylinder then

Differentiating with respect to t,

\(\frac{dV}{dt} =2\pi r(\frac{dr}{dt} )h+\pi r^{2} \frac{dh}{dt}\)

At r=10 inch and h=20 inch,

\(\frac{dV}{dt} =1700\pi =\) 5340.7 inch²/min ≈ 5000 inch²/min

Thus, it is increasing with time as it has a positive sign.

Let S be the surface area of a closed cylinder

\(\frac{dS}{dt} =2\pi r(\frac{dr}{dt} )h+2\pi r(\frac{dr}{dt} )+4\pi (\frac{dr}{dt} )r\)

At r=20 inch and h=20 inch

\(\frac{dS}{dt} =340\pi =\) 1068.14 inch²/min ≈ 1000 inch²/min

It is also increasing with time as it is also having a positive sign.

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we must select at least 12 numbers from the set {1, 2, 3, ..., 20} to guarantee that at least one pair of these numbers adds up to 21.

To guarantee that at least one pair of numbers adds up to 21, we need to consider the worst-case scenario where we choose the numbers in a way that avoids pairs that add up to 21 as long as possible.

In this case, if we choose any 11 numbers from the set {1, 2, 3, ..., 20}, it is still possible to avoid selecting a pair that adds up to 21. For example, we can choose the numbers 1, 2, 3, ..., 10, and 20, and there will be no pair that adds up to 21.

However, if we choose 12 numbers from the set, we can no longer avoid selecting a pair that adds up to 21. This is because if we select all the numbers from 1 to 11, we are left with only the number 20, and any number chosen from 1 to 11 added to 20 will result in a sum of 21.

Therefore, we must select at least 12 numbers from the set {1, 2, 3, ..., 20} to guarantee that at least one pair of these numbers adds up to 21.

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Answer:

  (b)  y -7 = 2(x -1)

Step-by-step explanation:

You want the point-slope equation of the line through (-1, 3) and (1, 7).

The slope is given by the formula ...

  m = (y2 -y1)/(x2 -x1)

  m = (7 -3)/(1 -(-1)) = 4/2 = 2

The point-slope equation for a line with slope m through point (h, k) is ...

  y -k = m(x -h)

We have two different points, so we can write the equation two ways:

  y -3 = 2(x +1)

  y -7 = 2(x -1) . . . . . . . matches choice B

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To find the volume of a cube or rectangular prism, multiply the length, width, and height of the shape. The formula is V = l × w × h, where V represents volume, l represents length, w represents width, and h represents height.

Cubes and rectangular prisms are both three-dimensional shapes, which means they have volume. Volume is the amount of space an object occupies. To find the volume of a cube or rectangular prism, you need to know its dimensions. The dimensions of a cube or rectangular prism are its length, width, and height.
Volume of a Cube
A cube is a three-dimensional shape that has six equal square faces. To find the volume of a cube, you need to know the length of one of its sides. The formula for finding the volume of a cube is:
Volume = side x side x side
Or
V = s³
Where V is the volume and s is the length of one of its sides.
Volume of a Rectangular Prism
A rectangular prism is a three-dimensional shape that has six faces. The faces of a rectangular prism are rectangles. To find the volume of a rectangular prism, you need to know the length, width, and height of the shape. The formula for finding the volume of a rectangular prism is:
Volume = length x width x height
Or
V = lwh
Where V is the volume, l is the length, w is the width, and h is the height of the rectangular prism.
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Provided that the angle between U and w is 0.5 radians.(a) U · W = 10

(b) ||40 + 3w|| = 41  (c) ||20 - 1w|| = 21

(a) To find U · W, we can use the property of dot product that states U · W = ||U|| ||W|| cosθ, where θ is the angle between U and W.

Given that the angle between U and W is 0.5 radians and ||U|| = 2 and ||W|| = 5, we can substitute these values into the formula:

U · W = ||U|| ||W|| cosθ = 2 * 5 * cos(0.5) ≈ 10

Therefore, U · W is approximately equal to 10.

(b) To find ||40 + 3w||, we substitute the value of w and calculate the norm:

||40 + 3w|| = ||40 + 3 * 5|| = ||40 + 15|| = ||55|| = 41

Hence, ||40 + 3w|| is equal to 41.

(c) Similarly, to find ||20 - 1w||, we substitute the value of w and calculate the norm:

||20 - 1w|| = ||20 - 1 * 5|| = ||20 - 5|| = ||15|| = 21

Therefore, ||20 - 1w|| is equal to 21.

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