Answer:
294
Step-by-step explanation:
14 x 9 = 126
so the area of your rectangle is 126.
15 - 9 = 6
so 6 is the width, 14 is the height.
14 x 6 = 84
now you have to multiply is by 2, because there is still another Triangle on the other side.
84 x 2 = 168
Now you take 168 and 126 and add your areas, and you have found the complete area!
168 + 126 = 294
I hope this helps! :)
Brainliest please??
Question is: Solve 3y-6=39
Answer:
y=15
Step-by-step explanation:
first, add 6 to each side. the equation is now 3y=45
simply divide 45 by 3 to get
y=15
Answer:
y=15
Step-by-step explanation:
3y-6=39
add six to the other side
3y=45
divide 45 by 3
y=15
An Amtrak official obtains data on a particular day concerning the length of time (in minutes) that the metroliners leaving New York take to reach Philadelphia, with the following results:
93 89 91 87 91 89
Find the sample variance.
a. 3.6
b. 5.6
c. 6.8
d. 7.6
e. 4.4
The sample variance for the given data is 4.4 minutes. This corresponds to option e. in the list of choices provided.
The sample variance is a measure of how much the individual data points in a sample vary from the mean.
It is calculated by finding the average of the squared differences between each data point and the mean.
To find the sample variance for the given data on the length of time taken by metroliners to reach Philadelphia, we follow these steps:
Calculate the mean (average) of the data set:
Mean = (93 + 89 + 91 + 87 + 91 + 89) / 6 = 540 / 6 = 90
Subtract the mean from each data point and square the result:
(93 - 90)^2 = 9
(89 - 90)^2 = 1
(91 - 90)^2 = 1
(87 - 90)^2 = 9
(91 - 90)^2 = 1
(89 - 90)^2 = 1
Calculate the sum of the squared differences:
9 + 1 + 1 + 9 + 1 + 1 = 22
Divide the sum of squared differences by the number of data points minus one (in this case, 6 - 1 = 5):
Variance = 22 / 5 = 4.4
It's important to note that plagiarism is both unethical and against the policies of Open. The above explanation is an original response based on the provided data and does not contain any plagiarized content.
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A line passes through the points (7, 10) and (7,20). Which statement is true about the line?
12-1
It has a slope of zero because X2 - X, in the formula m-
Xq-X,
is zero, and the numerator of a fraction cannot be
zero.
Y2-11
It has a slope of zero because Xz - X, in the formula m-
X₂ - X,
is zero, and the denominator of a fraction cannot be
zero.
Y2-11
It has no slope because X2 - X, in the formula -
X2-X,
is zero, and the numerator of a fraction cannot be zero.
It has no slope because X2 – X, in the formula m
12-11
X2 - X,
is zero, and the denominator of a fraction cannot be zero,
Answer:The answer is It has no slope because x2 - x1 in the formula m=y2-y1-x2-x1 is zero, and the denominator of a fraction cannot be zero
Step-by-step explanation:
I did the quiz
the average math sat score for incoming freshman at a particular college is 535 with a standard deviation of 60. the coefficient of variation for sat scores at this school is
The coefficient of variation for SAT scores at this school is 11.21%. This means that the standard deviation of the SAT scores is about 11.21% of the mean score.
The coefficient of variation (CV) is a measure of relative variability, defined as the ratio of the standard deviation to the mean of a dataset. It is expressed as a percentage and provides a way to compare the variability of datasets with different means.
To calculate the CV for SAT scores at this particular college, we first need to calculate the standard deviation of the dataset. We are given that the average SAT score for incoming freshmen is 535 with a standard deviation of 60. Therefore, the standard deviation (s) is 60.
Next, we need to calculate the mean of the dataset. We are given that the mean (μ) is 535.
The coefficient of variation is then given by:
CV = (s / μ) x 100%
Substituting the values, we get:CV = (60 / 535) x 100%
= 0.1121 x 100%
= 11.21%
Therefore, the coefficient of variation for SAT scores at this school is 11.21%. This means that the standard deviation of the SAT scores is about 11.21% of the mean score. This information can be useful in comparing the variability of SAT scores between different colleges, even if their mean scores are different.
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The coefficient of variation for SAT scores at this school is approximately 11.21%.
The coefficient of variation for SAT scores at this school can be calculated using the following formula:
Coefficient of Variation = (Standard Deviation / Mean) x 100
Given the average math SAT score for incoming freshmen at this particular college is 535 and the standard deviation is
60, we can plug these values into the formula:
Coefficient of Variation = (60 / 535) x 100
Now, let's perform the calculations:
Coefficient of Variation ≈ 11.21 %
So, the coefficient of variation for SAT scores at this school is approximately 11.21%.
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Miguel went for a drive in his new car. He drove at a speed of 53 miles per hour for 84.8 miles
Time taken by Miguel car to drive is, 1.6 hour.
What is Division method?Division method is used to distributing a group of things into equal parts. Division is just opposite of multiplications. For example, dividing 20 by 2 means splitting 20 into 2 equal groups of 10.
We have to given that;
Miguel went for a drive in his new car. He drove at a speed of 53 miles per hour for 84.8 miles.
We know that;
⇒ Speed = Distance / Time
⇒ Time = Distance / Speed
Here, Speed = 53 miles per hour
Distance = 84.8 miles
Hence, We get;
⇒ Time = 84.8 / 53
⇒ Time = 1.6 hour
Thus, Time taken by Miguel car to drive is, 1.6 hour.
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- Evaluate Sc (y + x – 4ix3)dz where c is represented by: C:The straight line from Z = 0 to Z = 1+ i C2: Along the imiginary axis from Z = 0 to Z = i. = =
The value of the integral C1 and C2 are below:
∫[C1] (y + x – 4ix³) dz = -1/2 + 4/3 i
∫[C2] (y + x – 4ix³) dz = 0
To evaluate the integral, we need to parameterize the given contour C and express it as a function of a single variable. Then we substitute the parameterization into the integrand and evaluate the integral with respect to the parameter.
Let's evaluate the integral along contour C1: the straight line from Z = 0 to Z = 1 + i.
Parameterizing C1:
Let's denote the parameter t, where 0 ≤ t ≤ 1.
We can express the contour C1 as a function of t using the equation of a line:
Z(t) = (1 - t) ×0 + t× (1 + i)
= t + ti, where 0 ≤ t ≤ 1
Now, we'll calculate the differential dz/dt:
dz/dt = 1 + i
Substituting these into the integral:
∫[C1] (y + x – 4ix³) dz = ∫[0 to 1] (Im(Z) + Re(Z) - 4i(Re(Z))³)(dz/dt) dt
= ∫[0 to 1] (t + 0 - 4i(0)³)(1 + i) dt
= ∫[0 to 1] (t + 0)(1 + i) dt
= ∫[0 to 1] (t + ti)(1 + i) dt
= ∫[0 to 1] (t + ti - t + ti²) dt
= ∫[0 to 1] (2ti - t + ti²) dt
= ∫[0 to 1] (-t + 2ti + ti²) dt
Now, let's integrate each term:
∫[0 to 1] -t dt = [-t²/2] [0 to 1] = -1/2
∫[0 to 1] 2ti dt = \(t^{2i}\)[0 to 1] = i
∫[0 to 1] ti² dt = (1/3)\(t^{3i}\) [0 to 1] = (1/3)i
Adding the results together:
∫[C1] (y + x – 4ix³) dz = -1/2 + i + (1/3)i = -1/2 + 4/3 i
Therefore, the value of the integral along contour C1 is -1/2 + 4/3 i.
Let's now evaluate the integral along contour C2: along the imaginary axis from Z = 0 to Z = i.
Parameterizing C2:
Let's denote the parameter t, where 0 ≤ t ≤ 1.
We can express the contour C2 as a function of t using the equation of a line:
Z(t) = (1 - t)× 0 + t × i
= ti, where 0 ≤ t ≤ 1
Now, we'll calculate the differential dz/dt:
dz/dt = i
Substituting these into the integral:
∫[C2] (y + x – 4ix³) dz = ∫[0 to 1] (Im(Z) + Re(Z) - 4i(Re(Z))³)(dz/dt) dt
= ∫[0 to 1] (0 + 0 - 4i(0)³)(i) dt
= ∫[0 to 1] (0)(i) dt
= ∫[0 to 1] 0 dt
= 0
Therefore, the value of the integral along contour C2 is 0.
In summary:
∫[C1] (y + x – 4ix³) dz = -1/2 + 4/3 i
∫[C2] (y + x – 4ix³) dz = 0
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A = (b*h) / 2 or A = :½ b*h. or A = 0.5*b*h
Answer:
jklfhgugt
Step-by-step explanation:
How do you write three consecutive even numbers?.
Three consecutive even integers can be written with difference of two.
The even integers are defined as the numbers that are completely divisible by two. The complete division means that the result of division will be zero. The even integers are always present after a gap of one number in between.
This means that there is a difference of two numbers between integers. Firstly of all, the first even number is two. Following it four. There is a gap of number that is three. Hence, to find the consecutive even integers, add number two to the number.
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An object is dropped from 28 feet below the tip of the pinnacle atop a 928-ft tall building. The height h the object after t seconds is given by the equation h=-16t^(2)+900. Find how many seconds pass before the object reaches the ground.
Answer: it takes 7.5 seconds for the object to reach the ground.
Step-by-step explanation:
The equation for the height of the object is h=-16t^2+900. To find the time when the object reaches the ground, we need to find the value of t when h=0.
Therefore, we can set h=-16t^2+900 = 0 and solve for t:
-16t^2+900 = 0
-16t^2 = -900
t^2 = 56.25
t = sqrt(56.25)
t = 7.5
So, it takes 7.5 seconds for the object to reach the ground.
how can we represent kristin's height above the ground (in meters) when she has traveled 49.71 meters around the ferris wheel?
(a) We can represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel as f(24.9).
(b) We can represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel as f(49.71).
(a) We have to determine how can we represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel.
We can create the a table and function to describe that statement but F(24.9) is the best representation of Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel.
(b) We have to determine how can we represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel.
We can create the a table and function to describe that statement but F(49.71) is the best representation of Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel.
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The complete question is:
In the previous modules we developed formulas, tables, and graphs to represent how two varying quantities change together. For example, we considered how Kristin's height above the ground changed as her total distance traveled increased while riding a Ferris wheel.
We even assigned letters to represent the possible varying values each quantity can assume.
• Let d represent the distance Kristin has traveled (in meters) around the Ferris wheel starting at the bottom.
• Let h represent Kristin's height above the ground (in meters).
Note that the way we are thinking about this relationship is that we vary Kristin's distance traveled and observe what happens to her height above the ground.
What if you want to communicate information about her position after she traveled some number of feet? You could write it out in words, like "Kristin was 16.3 meters above the ground when she had traveled 23.7 meters around the Ferris wheel". However, that's a lot to have to write out, especially if you want to talk about multiple values. You could also draw a table or create a graph, but mathematicians developed a tool called function notation to help them represent values in a covarying relationship.
[Note: We will define the exact meaning of "function" later in this investigation. For now, just think of "function" as meaning the same thing as "relationship".]
First, we pick a letter to represent the name of the relationship. Let's call this relationship "f". Now, instead of saying "the relationship between Kristin's height above the ground (in meters) and her total distance traveled (in meters)" we can simply say "relationship f".
Also, we can use f(d) to represent values of Kristin's height above the ground (values of h). We read this as "f of d", and the parentheses here are just part of the notation. They do NOT indicate multiplication.
For example, f(13) represents Kristin's height above the ground (in meters) when she has traveled 13 meters around the Ferris wheel.
a. How can we represent Kristin's height above the ground (in meters) when she has traveled 24.9 meters around the Ferris wheel?
(Hint: you should use function notation.) Preview syntax error Enter an algebraic expression (more..]
b. How can we represent Kristin's height above the ground (in meters) when she has traveled 49.71 meters around the Ferris wheel? x Preview
is 16 a natural, whole, integer, rational or irrational number?
Answer:
16 is a natural, whole and integer
Step-by-step explanation:
16 is a natural, whole and integer
it is not rational or irrational because
rational numbers are written in p/q as well as irrational
natural numbers start from 1 till infinite
whole numbers start from 0 to infinite
integers include all the positive and negative numbers
in a chi-squared test, if the null hypothesis is true, we expect the test statistic to be:
If the null hypothesis is true in a chi-squared test, then we expect the test statistic to be approximately equal to its expected value.
In a chi-squared test, the null hypothesis is the statement that there is no significant association between two variables. If the null hypothesis is true, then we expect the test statistic to be approximately equal to its expected value. The expected value is calculated using the degrees of freedom and the expected frequency of each category in the contingency table.
The chi-squared test statistic is calculated by subtracting the observed frequency from the expected frequency for each category and then squaring the result. These squared differences are then summed across all categories to calculate the chi-squared test statistic.
If the null hypothesis is true, we expect the test statistic to be close to its expected value. This is because when the null hypothesis is true, the observed frequencies should be close to the expected frequencies. Therefore, the squared differences should be small, resulting in a small test statistic.
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Help PLS!!! DONT MAKE ANY CAP PLEASE!! I don't understand this problem.
Recall that the absolute value |a| of a number is its distance from zero. For example, |-3| = 3 and |9-7| = |7-9| = 2.
Enter the letters of the points that are on the graph of |x| = |y|.
Answer:
b, a, e, h, f
Step-by-step explanation:
just test each variable
you can skip the ones that seem obviously wrong, like c, when you figure out the pattern.
b. |-5|=|-5|
g. |-3|≠|6|
a. |3|=|3|
e. |6|=|6|
j. |2|≠|-3|
h. |6|=|-6|
f.|-3|=|-3|
The letters of the points that are on the graph of |x| = |y| are,
A(3, 3), E(6, 6), H(6, 6), F(2, 2), and B(5, 5).
What is an absolute value function?We know the absolute value function of the modulus function always outputs a positive value irrespective of the sign of the input.
In piecewise terms | x | = x for x ≥ 0 and | x | = - x for x < 0.
We know | a | = a and | - a | = a.
∴ The letters of the points that are on the graph of |x| = |y| is,
A(3, 3), E(6, 6), H(6, 6), F(2, 2), and B(5, 5).
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si la suma de 3 números impares consecutivos da como resultado 21 entonces ¿el numeromayor impar es?
3 + 7 + 11 = 21
El impar mayor es 11
The mean of the following discrete probability distribution is: * P(X) 0.2 0.1 0.4 0.3 O 5 2266X 21 5.6 20
The mean of the given discrete probability distribution is 11.34.
To find the mean of a discrete probability distribution, you need to multiply each value by its corresponding probability and then sum them up.
Let's calculate the mean using the given probability distribution:
Mean = (0.2 * 5) + (0.1 * 21) + (0.4 * 5.6) + (0.3 * 20)
Mean = 1 + 2.1 + 2.24 + 6
Mean = 11.34
Therefore, the mean of the given discrete probability distribution is 11.34.
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At what points is the function y= x+4 / x² - 13x + 36 continuous? Describe the set of x-values where the function is continuous, using interval notation
____ (Simplify your answer. Type your answer in interval notation.)
The function y = (x + 4)/(x² - 13x + 36) is continuous at all points except x = 4 and x = 9.
For the function y = (x + 4)/(x² - 13x + 36) to be continuous, the denominator can’t be zero. Thus we solve the quadratic equation x² - 13x + 36 = 0 using the quadratic formula. The roots of this equation are 4 and 9. Therefore, the function is discontinuous at x = 4 and x = 9. At all other points, the function is continuous since there are no restrictions on the numerator.
The interval notation can be used to express the continuous domain as a set of x-values. Since the function is continuous at all points except x = 4 and x = 9, the set of x-values where the function is continuous can be expressed as follows:{x: x < 4} ∪ (4, 9) ∪ {x: x > 9}. The above interval notation can be simplified as (-∞, 4) ∪ (4, 9) ∪ (9, ∞).
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Please I don’t understand this can someone help
Answer:
C
Step-by-step explanation:
The question is hard and i understand why youre confused but its C because i learned about stuff like this in 5th grade and im good at it im so sorry if im wrong but im almost positive its C hope i helped!
y = f(x + c) will shift f(x) left by c units
For a reflection about the x-axis, a NEGATIVE SIGN in placed in front of f.
Knowing this fact, the answer is -f(x + 4).
11. Engineering The maximum load for a certain elevator is 2000 pounds. The total
weight of the passengers on the elevator is 1400 pounds. A delivery man who weighs
243 pounds enters the elevator with a crate of weight w. Write, solve, and graph an
inequality to show the values of w that will not exceed the weight limit of the elevator.
The inequality to show the values of [w] that will not exceed the weight limit of the elevator is w + 1643 ≤ 2000. On solving the inequality, we get w ≤ 357. The graph of the inequality is attached.
What is inequality?In mathematics, an inequality is a relation which makes a non-equal comparison between two numbers or other mathematical expressions. It is used most often to compare two numbers on the number line by their size.An inequality is a mathematical relationship between two expressions and is represented using one of the following -≤ : less than or equal to
≥ : greater than or equal to
< : less than
> : greater than
≠ : not equal to
Given is the maximum load for a certain elevator is 2000 pounds. The total weight of the passengers on the elevator is 1400 pounds. A delivery man who weighs 243 pounds enters the elevator with a crate of weight [w].
We can write the inequality as follows -1400 + 243 + w ≤ 2000
w + 1643 ≤ 2000
Solving the inequality, we get -w + 1643 ≤ 2000
w ≤ 2000 - 1643
w ≤ 357
Refer to the graph attached.Therefore, the inequality to show the values of [w] that will not exceed the weight limit of the elevator is w + 1643 ≤ 2000. On solving the inequality, we get w ≤ 357. The graph of the inequality is attached.
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1 1/5 divided by 3/10
Answer: 4. This is because 1 and 1/5 = 1.2 and 3/10 = 0.3 and 1.2 divided by 0.3 = 4. That's because 1.2 can be split into 4 equal groups and each group has 0.3.
-6x+5y=1
6x+4y=-10 that’s my question
Answer:
y = -1
x = -1
Step-by-step explanation:
To find the missed spaces
Step-by-step explanation:
all coefficients are integers, the rational zeros theorem can be applied.
that means each rational solution ("root") x = p/q, written in most simplified terms so that p and q are relatively prime, can be found for the polynomial
an×x^n + an-1×x^(n-1) + ... + a1×x + a0
p is an ± integer factor of the constant term a0, and
q is an ± integer factor of the leading coefficient an.
in our case here
an = a4 = 1
a0 = 8
the only factor for 1 is ±1.
the factors for 8 are
±1, ±2, ±4, ±8
so, we get
1/1, 2/1, 4/1, 8/1, -1/1, -2/1, -4/1, -8/1, 1/-1, 2/-1, 4/-1, 8/-1, -1/-1, -2/-1, -4/-1, -8/-1
that leaves us with the different values of
1/1, 2/1, 4/1, 8/1, -1/1, -2/1, -4/1, -8/1
sorted from smallest to largest
-8/1, -4/1, -2/1, -1/1, 1/1, 2/1, 4/1, 8/1
or simply
-8, -4, -2, -1, 1, 2, 4, 8
Type the correct answer in each box. Use numerals instead of words.
This graph represents a quadratic function. What is the function’s equation written in factored form and in vertex form?
The equation of the parabola in vertex form is y + 8 = 2 · (x - 2)². The factored form of the equation of the parabola is y = 2 · x · (x - 4).
What is the equation of the parabola seen in a graph?
Herein we find a representation of a quadratic function on a Cartesian plane, whose formula in vertex form is presented below:
y - k = C · (x - h)²
Where:
(h, k) - Vertex of the parabola.C - Vertex constantBy direct inspection we find that the equation of the parabola has a vertex at (h, k) = (2, - 8) and the point (x, y) = (4, 0). Then, the vertex constant is:
C = (y - k) / (x - h)²
C = (0 + 8) / (4 - 2)²
C = 8 / 4
C = 2
Then, the equation of the parabola in vertex form is y + 8 = 2 · (x - 2)². The factored form of the equation is determined by algebra:
y + 8 = 2 · (x - 2)²
y = 2 · (x - 2)² - 8
y = 2 · (x² - 4 · x + 4) - 8
y = 2 · x² - 8 · x + 8 - 8
y = 2 · x² - 8 · x
y = 2 · x · (x - 4)
The factored form of the equation of the parabola is y = 2 · x · (x - 4).
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. If Ya/n and Y2/n are the respective independent relative frequencies of success associated with the two binomial distributions b(n, P1) and b(n, P2), compute n such that the approximate probability that the random
interval (Y1/n - Y2/n) ‡ 0.05 covers pi - p2 is at least 0.80. HINT: Take p* = P° = 1/2 to provide an upper bound
for n.
we would need a sample size of at least 502 for the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 to be at least 0.80.
To compute n, we can use the formula:
n = ((zα/2)^2 * 2p*(1-p*)) / (ε^2)
Where zα/2 is the z-score associated with a confidence level of 1-α, p* is the probability of success for a binomial distribution, and ε is the margin of error.
Since we are given that the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 is at least 0.80, we can set α = 0.20 to find the corresponding z-score of 1.28.
Using p* = 1/2 as an upper bound for both P1 and P2, we can calculate the margin of error as:
ε = zα/2 * sqrt((p*(1-p*)) / n)
Plugging in the values, we get:
0.05 = 1.28 * sqrt((0.25) / n)
Solving for n, we get:
n = 501.76
Therefore, we would need a sample size of at least 502 for the approximate probability of the random interval (Y1/n - Y2/n) ‡ 0.05 covering pi - p2 to be at least 0.80.
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Jeffrey has a fish tank that holds 8 liters of water. He already has the tank filled with 1 liter of water. How many more milliliters of water does Jeffrey need to completely fill the fish tank
Jeffrey has a fish tank that holds 8 liters of water. He already has the tank filled with 1 liter of water. Thus, to fill the fish tank completely with water, Jeffrey needs 7000 milliliters of water.
This is because 1 liter is equal to 1000 milliliters. Thus, 8 liters are equal to 8 × 1000 = 8000 milliliters.
Therefore, the amount of water Jeffrey needs to completely fill the fish tank is 8000 - 1000 = 7000 milliliters of water.
Jeffrey has a fish tank of 8 liters of water that already has 1 liter of water in it.
The amount of water Jeffrey needs to completely fill the fish tank is calculated by subtracting the liters of water already present in the tank from the total liters of water the tank can hold.To completely fill the fish tank, Jeffrey needs to fill the remaining 7 liters with water. One liter of water is equivalent to 1000 milliliters. Thus, Jeffrey needs to multiply the remaining liters of water he needs to fill by 1000 milliliters.
7 × 1000 = 7000
Therefore, Jeffrey needs 7000 milliliters of water to completely fill the fish tank with water.
To completely fill the fish tank, Jeffrey needs 7000 milliliters of water because he has already filled it with 1 liter of water, and the fish tank can hold 8 liters of water.
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need extreme help plssss
Answer:
The best answer is F
Step-by-step explanation:
It is F because it is the only number that is on the table above
Help me ASAP please!!!
What is the sum of the first five prime numbers?
18
26
28
39
Find the y-intercept of the line on the graph.
(0, 0) is the y-intercept of the given line.
To detect the y-intercept of a line in a graph, you need to find the point where the line intersects the y-axis. In other words, it's the point where the value of x is zero.
To find the y-intercept of a line on a graph:
Locate the point where the line intersects the y-axis.Identify the x-coordinate of that point, which is always zero.The y-coordinate of that point is the y-intercept of the line.If the equation of the line is in slope-intercept form, y = mx + b, where m is the slope of the line and b is the y-intercept, then the value of b is the y-coordinate of the point where the line intersects the y-axis.
In the given graph line is paasing through origin (0, 0).
Thus, the value of y where the value of x will be zero is zero.
So the y-intercept is 0.
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Translate into an algebraic expression:
m decreased by 47%
(Please Help, Will Mark Brainliest for correct verified answer)
ANSWER :
= m - ( m of 47/100 )
(or)
= m of (53/100)
Mark BRAINLIEST
The algebraic expression for "m decreased by 47%" is m - 0.47m.
To translate "m decreased by 47%" into an algebraic expression, we first need to understand the meaning of the phrase. "Decreased by" indicates a subtraction operation, and "47%" represents 47 percent, which is equal to 0.47 in decimal form.
Let's break down the expression step by step:
"m" represents the original quantity we want to find.
"Decreased by" indicates subtraction.
"47%" is equivalent to multiplying the original value "m" by 0.47.
Combining all these elements, the algebraic expression for "m decreased by 47%" is:
m - 0.47m
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what is the equation of 1. -3x - 5= 16 x=?
Answer:
1. -3x - 5= 16
-16-5=3x
x=-21/3=-7