Find the slope intercept of (2,-2) and (3,2)

Answer:

You can make it true by removing one of the factor's negative sign, such as -3 · 8 = -24.

Step-by-step explanation:

If we know that negative × negative = positive, then negative × positive = negative, so we have to remove the negative sign of one of the factors: -3 or -8.

Have a lovely rest of your day/night, and good luck with your assignments! ♡

Answer:

apply another negative to either -3, -8, or -24.

step by step explaination

you already have that

(-3) * (-8) is not -24

then what is it?

(-3) * (-8) = 24

the difference is that 24 is positive instead of negative

to reverse this, you can apply another negative in this equation (because its multiplication you can apply it anywhere)

if apply negative to 24

then (-3) * (-8) = -(-24)

(-3) * (-8) = 24

which is true!!

you can do this with -3 or -8 too

-(-3) * (-8) = -24

3* -8= -24       is true

(-3) * -(-8) = -24

-3* 8 =-24       is true

hope this helps !

Answer:

Step-by-step explanation:

Due to the fact that 8 over 14 is more than 11 over 21, Zachariah has a higher ratio of American stamps than Khai.

Due to the fact that 8 over 14 is more than 11 over 21, Zachariah has a higher ratio of American stamps than Khai.

An element of a number or any number of equal pieces is represented by a fraction.

Given that Khai and Zachariah are stamp collectors.

Zachariah also contains eight of the fourteen American stamps that are available.

Khai contains 11 American stamps out of a total of 21.

Khai equals 8/14 Zachariah equals 11/21

Zachariah has a higher proportion of American stamps than Khai does since 8 over 14 is more than 11 over 21.

After all, we would convert 11/21 and 8/14 into fractions.

Tell them that we would turn their fractional values into decimals and then into percentiles.

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In a similar polygon, corresponding sides are proportional. Therefore, the proportion that must be true when polygon ABCD is similar to polygon PQRS is d. CD:AB = PQ:RS.

This means that the ratio of the length of side CD to the length of side AB in polygon ABCD should be equal to the ratio of the length of side PQ to the length of side RS in polygon PQRS. It is important to note that the order of the sides matters in the proportion.

In this case, CD corresponds to PQ, and AB corresponds to RS. By setting up this proportion, we can compare the lengths of corresponding sides in similar polygons and establish the relationship between them.

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The value of x for this right triangle is given as follows:

x = 10.2 units.

From the image given at the end of the answer, we are given a right triangle, hence the trigonometric ratios are used to obtain the value of x.

The three trigonometric ratios are given as follows:

From the triangle, we have that:

Hence the value of x is obtained as follows:

cos(22º) = x/11

x = 11 x cos(22º)

x = 10.2 units.

The triangle is given by the image shown at the end of the answer.

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Answer:

2² = 2*2

(2*2) + 6 = 4+6 = 10

I know i may be unwanted here but I just want you to know that you are incredible and that I love you for you! You are special to everyone you meet, and should not change who you are. I know your life may be tough, but you are strong and can get through it!

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Answer:

2y=3x=-4

Step-by-step explanation:

grouping like terms

y+ly =4x-x=-4

2y=3x=-4

Answer:

y=-3/2x-8

Step-by-step explanation:

sinC = 72/97

What is right triangle?

A triangle is said to be right-angled if one of its angles is exactly 90 degrees. The total of the other two angles is 90 degrees. Perpendicular and the triangle's base are the sides that make up the right angle. The longest side of the three sides, known as the hypotenuse, is the third side.

Given right angle triangle ABC ∠B is a right angle

AB=72

BC=65 and

AC = 97

sin C = perpendicular/hypotenuse = p/h

sinC = 72/97

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Answer:

Just so we can help each other out!

The probability that the skydiver will land in the red circle is the area of the red circle divided by the area of the blue region the probability that the skydiver will land in the red circle is 1/5.

To find the probability that the skydiver will land in the red circle, we first need to determine the areas of the circles.

The diameter of the center circle is 2 yards, so the radius (half the diameter) is 1 yard.

Therefore, the area of the center circle is π * (1 yard)^2 = π square yards.

The next circle has a diameter of 2 + 2 * 1 = 4

yards, so the radius is 2 yards. The area of this circle is

π * (2 yards)^2 = 4π square yards.

The outermost circle has a diameter of 4 + 2 * 1 = 6

yards, so the radius is 3 yards. The area of this circle is π * (3 yards)^2 = 9π square yards.

To find the probability, we need to compare the area of the red circle (center circle) to the total area of the blue region (center and intermediate circles).

The area of the blue region is the sum of the areas of the center and intermediate circles: π square yards + 4π square yards = 5π square yards.

Therefore, the probability that the skydiver will land in the red circle is the area of the red circle divided by the area of the blue region:

P(skydiver lands in the blue region) = (π square yards) / (5π square yards) = 1/5.

So, the probability that the skydiver will land in the red circle is 1/5.

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Answer:

2/3.

Step-by-step explanation:

The 2 points are (3, 5) and (0, 3) so the slope is

(5-3)/(3-0)

= 2/3.

It's the difference in y values divided by the corresponding difference in x values.

the cutoff score that will make a student eligible for the program is approximately 94.8. Any student who scores below this cutoff will be eligible for the reading program

To determine the cutoff score, we need to find the score that corresponds to the bottom 5% of the distribution. Since the variable is normally distributed, we can use z-scores to calculate the cutoff. The z-score corresponding to the bottom 5% is -1.645, which represents the critical value for a one-tailed test at a significance level of 5%.

To find the cutoff score, we use the formula: cutoff score = mean - (z-score x standard deviation). Plugging in the values, we have: cutoff score = 122.6 - (-1.645 x 18) = 122.6 + 29.91 = 152.51.

Therefore, the cutoff score that will make a student eligible for the program is approximately 94.8. Any student who scores below this cutoff will be eligible for the reading program

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Stratified sampling should be used if a population is believed to have a skewed distribution for one or more of its distinguishing factors.

If a population is believed to have a skewed distribution for one or more of its distinguishing factors, then stratified sampling should be used. This involves dividing the population into subgroups based on the distinguishing factors and then randomly selecting samples from each subgroup in proportion to its size. This ensures that the sample represents the population accurately, even if it has a skewed distribution. Sample random, synthetic, and cluster sampling methods may not be effective in this case as they do not account for the skewed distribution of the population.

Stratified sampling is the most appropriate method to use if a population is believed to have a skewed distribution for one or more of its distinguishing factors. It ensures that the sample accurately represents the population and is not biased by the skewed distribution.

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The sum of the angle measures of the polygon is 540°, the value of x is 5.

The sum of the angle measures of the polygon is 540°.

We know that the sum of the interior angles of a polygon of n sides = (n – 2) × 180°. = 3× 180°= 540°

If a polygon has x sides, then the sum of its angle measures can be found using the formula:

Therefore, for a polygon with x sides, the equation becomes:

⇒(x-2) * 180° = 540°

Solving for x, we get:

⇒x = (540° + 360°) / 180° + 2

⇒x = 3 + 2

⇒x = 5

So, the polygon has 5 sides.

Therefore, the value of  x is 5.

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false. The vertical axis is the y-axis, which is where x=0. In this equation, when x=0, we have: y=4(0)-5
y=-5

Therefore, the line produced by the equation Y=4X−5 crosses the vertical axis at y=-5, not y=5.

To further understand this concept, we can visualize the equation on a graph. When we plot the points (0,-5) and (1,-1) (which is found by substituting x=1 into the equation), we can draw a line that passes through both points. This line is the graph of the equation Y=4X−5. We can see that the line crosses the vertical axis (y-axis) at y=-5, which confirms that the answer is false.

In summary, the equation Y=4X−5 crosses the vertical axis (y-axis) at y=-5, not y=5.

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Answer:

Step-by-step explanation:

85

The total cost is $73.5 and the cost of snacks he bought for everybody is $17.5.

Given that, Caleb is going to see a movie and is taking his 3 kids.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

Let the total cost of movie tickets and a snacks be x.

Cost of movie tickets = 4×14 = 56

Cost of 5 snacks = 5×3.50 =17.5

So, x = 56+17.5

= $73.5

Therefore, the total cost is $73.5 and the cost of snacks he bought for everybody is $17.5.

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Answer:

0.16 recurring

hope this helps!

Answer:

1\6

Step-by-step explanation:

\(\frac{-2}{3}+\frac{5}{6}=\frac{-4+5}{6}=\frac{1}{6}\)

Given,

The phrase is,

Six less than the quotient of nine and a number

Consider, the number is x.

The mathematicsl expression of quotient of nine and a number is,

The mathematical expression of six less than is,

Combining both statements then,

Hence, the mathematical expession is 9/x -6.

Answer:

9/x -6

Step-by-step explanation:

Answer:

A fraction is a part of a whole. It is expressed as a quotient, in which the numerator is divided by the denominator.

The value of [(4/5)a][(8/9)a] is (32/45)a²

Option D is the correct answer.

A fraction is a part of a whole. It is expressed as a quotient, in which the numerator is divided by the denominator.

We have,

[(4/5)a][(8/9)a]

We can multiply the fraction together and the variable a together.

= (4/5 x 8/9) x a²

= [(4x8) / (5x9)] x a²

= (32/45)a²

Thus after multiplying the given fraction we get the value of [(4/5)a][(8/9)a] as:

(32/45)a²

Option D is the correct answer.

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Answer:

raw

Step-by-step explanation:

If a researcher has collected data and wishes to analyze them, the researcher must first create a data set using the Raw scores.

Answer:

the answer is A

B, C, D is false

The true sentence is,

⇒ 8.565 < |-13.23|

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

All the expressions are,

A) 8.565 < |-13.23|

B) 7/8 < 0.78

C) 4/11 < - 4.11

D) 23.5 < 2 3/5

Now, From A;

A) 8.565 < |-13.23|

RHS;

|-13.23| = 13.23

Hence, It is true.

Thus, The true sentence is,

⇒ 8.565 < |-13.23|

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Answer:

\(Y= 120n+635\)

Step-by-step explanation:

Alright!

we are expected to model the total amount of money Myles have\

firstly he has with him $635

and he is earning $120 weekly

Say the number of weeks he worked is given is n

and let the amount of money Myles will have after n weeks be y

hence we can now model the equation to represent how much Myles will have after n weeks

\(Y= 120n+635\)

The expression is same as the equation for a straight line

i.e \(y= mx+c\)

There is an inverse relationship between the EBP and the required sample size. As the EBP increases, the required sample size decreases, and vice versa.

As the error bound of the proportion (EBP) increases, the required sample size decreases.

The EBP is a measure of the maximum error that is allowed in estimating a population proportion using a sample proportion. It is calculated as the difference between the sample proportion and the true population proportion, divided by the sample proportion. For example, an EBP of 0.02 means that the estimated proportion could differ from the true population proportion by up to 2%.

When the EBP is large, it means that the allowable margin of error is also large, so we do not need as large a sample size to achieve the desired level of precision in our estimate. In other words, if we are willing to tolerate a larger error in our estimate, we can use a smaller sample size to achieve the same level of accuracy.

Conversely, when the EBP is small, it means that the allowable margin of error is also small, so we need a larger sample size to achieve the desired level of precision in our estimate. This is because a smaller margin of error requires a more precise estimate, which in turn requires a larger sample size to reduce the effect of random sampling variability.

Therefore, there is an inverse relationship between the EBP and the required sample size. As the EBP increases, the required sample size decreases, and vice versa.

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Answer:

Shrek is the best

Step-by-step explanation:

Glad you all agree

Answer:

The missing terms are 9,13,21 and 25

The nth term is 4n + 5

Step-by-step explanation:

From the arrangement, we can see that 17 is the third term while 29 is the 6th term

Now is this sequence arithmetic or geometric?

Since it increases by the same amount each time, then it is an arithmetic sequence.

Mathematically the third term in an arithmetic sequence with first term a and common difference d is ;

a + 2d = 17 •••••(i)

While for the sixth term, we have

a + 5d = 29 ••••••(ii)

The equations are obtainable for the nth term of an arithmetic sequence which can be written as;

Tn = a + (n-1)d

where a is the first term, n is the term number and d is the common difference

Now solving both equations simultaneously;

We can subtract equation i from ii

Thus;

5d-2d = 29-17

3d= 12

d = 12/3 = 4

we can substitute the value of d in any of the equations to get a

let’s use 1

That would be;

a + 2d= 17

a + 2(4) = 17

a + 8 = 17

a = 17-8

a = 9

Now the first term is 9

Second would be 9 + 4 = 13

Fourth would be 3rd + d = 17 + 4 = 21

Fifth would be 4th + d = 21 + 4 = 25

So the sequence now correctly arranged would be;

9,13,17,21,25,29

where 9,13,21 and 25 are the missing terms

b. Mathematically the nth term of the sequence is

a + (n-1)d

let’s substitute the values of a and d , we have

9 +(n-1)4

9 + 4n-4

4n + 5

Answer:

35 combinations

Step-by-step explanation:

\(\frac{7!}{4! * 3!} = \frac{7*6*5*4!}{4! * 3*2*1} = 35\)

The very last solution is \(\lim_{x \to 2} \frac{x^3 - 4x^2 + 4x}{x^2 - 4}\)

To assess the restriction \(\lim_{ 2} \frac{x^3 - 4x^2 + 4x}{x^2 - 4}\). To try this, we are able to use the algebraic houses of limits and the truth that \(\lim_{x \to a} x = a\) for any regular a. We have \(\lim_{x \to 2} \frac{x^3 - 4x^2 + 4x}{x^2 - 4} = \frac{\lim_{x \to 2} (x^3 - 4x^2 + 4x)}{\lim_{x \to 2} (x^2 - 4)}\)

Now, we can use the limited legal guidelines for sums, differences, merchandise, and quotients to simplify the numerator and denominator.

We get\(\frac{\lim_{x \to 2} (x^3 - 4x^2 + 4x)}{\lim_{x \to 2} (x^2 - 4)} = \frac{(\lim_{x \to 2} x)^3 - 4(\lim_{x \to 2} x)^2 + 4(\lim_{x \to 2} x)}{(\lim_{x \to 2} x)^2 - 4}\)

Using the fact that \(\lim_{x \to a} x = a\)we will replace x with 2 in the expression. We get \(\frac{(\lim_{x \to 2} x)^3 - 4(\lim_{x \to 2} x)^2 + 4(\lim_{x \to 2} x)}{(\lim_{x \to 2} x)^2 - 4} = \frac{2^3 - 4(2)^2 + 4(2)}{2^2 - 4}\)

Simplifying similarly, we get \(\frac{2^3 - 4(2)^2 + 4(2)}{2^2 - 4} = \frac{8 - 16 + 8}{4 - 4} = \frac{0}{0}\)

This is an indeterminate shape, this means that the restriction may be any value or not exist at all. To find the actual price of the limit, we want to use an exclusive approach.

One possible method is to issue the numerator and denominator and cancel out any commonplace factors. We have\(\frac{x^3 - 4x^2 + 4x}{x^2 - 4} = \frac{x(x^2 - 4) + 4(x)}{x^2 - 4} = \frac{(x+4)(x-1)x}{(x+2)(x-2)}\)

We can see that x-1 is a not unusual factor in both the numerator and denominator, so we can cancel it out. We get \(\frac{(x+4)(x-1)x}{(x+2)(x-2)} = \frac{(x+4)x}{(x+2)(x-2)}\)

Now, we will plug in x = 2 again and see what takes place. We get \(\frac{(x+4)x}{(x+2)(x-2)} = \frac{(2+4)(2)}{(2+2)(2-2)} = \frac{12}{0}\)

This is still an indeterminate form, however, it's far extraordinary from before. This means that the restriction no longer exists, due to the fact the function turns infinitely large as x tactics 2.

So, the very last solution is \(\lim_{x \to 2} \frac{x^3 - 4x^2 + 4x}{x^2 - 4}\)

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The complete question is:

"Evaluate:   x³-4x^2 + 4x/ x^2-4 lim x→[2]."