is (3 , 6) a solution of y less than or equal to 2/3x + 4​

Given:

When the price of admission was $19, the attendance was about 1550 customers per week

And, when the price of admission was dropped to $16,

attendance increased to about 2350 per week

Let the attendance = A

And the price = p

The linear equation will be A = mp + b

Where (m) is the slope and (b) is the y-intercept

So,

When p = 19, A = 1550

When p = 16, A = 2350

So,

So,

we will find the value of (b) as follows:

So, the answer will be the linear equation is:

The correct option is (d) interval/ratio, nominal with 2 or more levels.

In ANOVA (Analysis of Variance), the independent variable is interval/ratio with 2 or more levels, and the dependent variable is nominal with 2 or more levels. Here, ANOVA is a statistical tool that is used to analyze the significant differences between two or more group means.

ANOVA is a statistical test that helps to compare the means of three or more samples by analyzing the variance among them. It is used when there are more than two groups to compare. It is an extension of the t-test, which is used for comparing the means of two groups.

The ANOVA test has three types:One-way ANOVA: Compares the means of one independent variable with a single factor.Two-way ANOVA: Compares the means of two independent variables with more than one factor.Multi-way ANOVA: Compares the means of three or more independent variables with more than one factor.

The ANOVA test is based on the F-test, which measures the ratio of the variation between the group means to the variation within the groups. If the calculated F-value is larger than the critical F-value, then the null hypothesis is rejected, which implies that there are significant differences between the group means.

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Answer:

x = -8

y = 7

Explanation:

To solve the system of equations, we need to substitute x = -8 on the second equation, so we get:

6x + 9y = 15

6(-8) + 9y = 15

Now, we can solve the equation for y, so:

-48 + 9y = 15

-48 + 9y + 48 = 15 + 48

9y = 63

9y/9 = 63/9

y = 7

So, the solution of the system is x = -8 and y = 7.

By applying total cost concept, it can be concluded that the expression represents the total cost is 1.45d (option A).

Algebra is a branch of mathematics that uses symbols and mathematical operations, such as addition, subtraction, multiplication, and division to solve problems.

It is usually used to solve a problem in various fields of study, such as chemistry, biology, economics, and so on.

One of the most familiar uses of algebra is how to calculate the total cost:

Total cost = n x p , where:

n = number of products

p = product price per piece

We know that Jim is going to buy donuts for his family:

p = $1.45

n = d

So the total cost can be calculated by multiplying 1.45 by d, which equals 1.45d.

Thus the expression represents the total cost is 1.45d (option A).

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Answer:

They are complementary angles.

Step-by-step explanation:

62° + 28°

= 90°

Answer:

the equation of the line is y = -1/-30 - 3⅙ and the y intercept is -3⅙.

Step-by-step explanation:

Using, the formula y1+y2/x1-x2,

Choosing any two points, make the expression:

1-2/125-155

simplify:

-1/-30

the slope of the equation is -1/-30.

to find y intercept, using the function y=mx+b, plug in the slope and one of the two points that you used:

y would be 2

x would be 155

b is the y intercept

2= -1/-30•155 + b

2=5⅙+b

b = - 3⅙

the equation of the line is y = -1/-30 - 3⅙ and the y intercept is -3⅙.

Answer:jnvjdfsStep-by-step explanation:

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The total weight is 18.5 kilograms

Answer:

the answer is 6 just check it

Answer: C. A definition

Answer:

1,068 runners

Step-by-step explanation:

Answer:

b

Step-by-step explanation:

points e and x are both five units away from the origin

Answer: 2/3

Step-by-step explanation:

12 out of 18 prefer summer sports so as a fraction it would be 12/18 = 6/9 = 2/3

Answer:

33.3333%

Step-by-step explanation:

EXPLANATION

Based on the given conditions, formulate: (18-12) ÷ 18

Calculate the sum or difference:\(\frac{6}{18}\)

Cross out the common factor:\(\frac{1}{3}\)

Rewrite a fraction as a decimal: 0.333333

Multiply a number to both the numerator and the denominator: 0.333333x\(\frac{100}{100}\)

Write as a single fraction:\(\frac{33.33333x100}{100}\)

Calculate the product or quotient:\(\frac{33.333}{100}\)

Rewrite a fraction with denominator equals 100 to a percentage: 33.3333%

Answer: 33.3333%

Dirk could plant 105 seedlings in 70 minutes, based on the rate of planting 12 seedlings in 8 minutes.

To determine the number of seedlings Dirk can plant in 70 minutes, we can set up a proportion using the given information. We know that Dirk can plant 12 seedlings in 8 minutes. Let's represent the number of seedlings he can plant in 70 minutes as x. We can set up the proportion as follows:

12 seedlings / 8 minutes = x seedlings / 70 minutes

By cross-multiplying, we have:

12 * 70 = 8 * x

840 = 8x

Dividing both sides by 8:

840 / 8 = x

105 = x

Therefore, Dirk could plant 105 seedlings in 70 minutes based on the rate of planting 12 seedlings in 8 minutes.

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The approximation of I = * cos(x³ - - dx using composite Simpson's rule with n=3 is 4

To approximate the integral ∫cos(x³) dx using composite Simpson's rule with n = 3, we need to divide the integration interval into smaller subintervals and apply Simpson's rule to each subinterval. The formula for composite Simpson's rule is:

I ≈ (h/3)  [f(x₀) + 4f(x₁) + 2f(x₂) + 4f(x₃) + 2f(x₄) + ... + 2f(\(x_{n-2}\)) + 4f(\(x_{n-1}\)) + f(\(x_{n}\))]

where h is the step size, n is the number of subintervals, and f(xi) represents the function value at each subinterval.

In this case, n = 3, so we will have 4 equally-sized subintervals.

Let's assume the lower limit of integration is a and the upper limit is b. We can calculate the step size h as (b - a)/n.

In our case, the limits of integration are not provided, so let's assume a = 0 and b = 1 for simplicity.

Using the formula for composite Simpson's rule, the approximation becomes:

I ≈ (h/3)  [f(x₀) + 4f(x₁) + 2f(x₂) + 4f(x₃) + f(x₄)]

For n = 3, we have four equally spaced subintervals:

x₀ = 0, x₁ = h, x₂ = 2h, x₃ = 3h, x₄ = 4h

Using these values, the approximation becomes:

I ≈ (h/3)  [f(0) + 4f(h) + 2f(2h) + 4f(3h) + f(4h)]

Substituting the function f(x) = cos(x^3):

I ≈ (h/3)  [cos(0³) + 4cos((h)³) + 2cos((2h)³) + 4cos((3h)³) + cos((4h)³)]

Now, we need to calculate the step size h and substitute it into the above expression to find the approximation. Since we assumed a = 0 and b = 1, the interval width is 1.

h = (b - a)/n = (1 - 0)/3 = 1/3

Substituting h = 1/3 into the expression:

I = (1/3) [cos(0)³ + 4cos((1/3)³) + 2cos((2/3)³) + 4cos((1)³) + cos((4/3)³)]

I = 1/3[1 + 4 + 2 + 4 +1]

I = 4

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Answer:

Explanation:

Given the line:

3x - 2y = 1

Euler circuit: Even n for Kn, Cn, and Wn; Even or 0 for On.

Hamilton cycle: All n ≥ 3 for Kn and Cn, n ≥ 4 for Wn; Only O1 has a Hamilton cycle among On..

Let's consider the following cases to determine the values of n for which the given graphs have an Euler circuit and a Hamilton cycle:

(a) Kn (complete graph with n vertices):

(i) An Euler circuit exists for Kn if and only if n is an even number (n ≥ 2).

(ii) A Hamilton cycle exists for Kn for all n ≥ 3.

(b) Cn (cycle graph with n vertices):

(i) An Euler circuit exists for Cn if and only if n is an even number (n ≥ 2).

(ii) A Hamilton cycle exists for Cn for all n ≥ 3.

(c) Wn (wheel graph with n vertices):

(i) An Euler circuit exists for Wn if and only if n is an even number (n ≥ 4).

(ii) A Hamilton cycle exists for Wn for all n ≥ 4.

(d) On (null graph with n vertices):

(i) An Euler circuit exists for On if and only if n is an even number (n ≥ 0).

(ii) A Hamilton cycle does not exist for On, except for O1 (a single vertex).

Therefore:

(i) Euler circuit: Even values of n for Kn, Cn, and Wn. Even and 0 for On.

(ii) Hamilton cycle: All n ≥ 3 for Kn and Cn. All n ≥ 4 for Wn. No Hamilton cycle for On, except for O1.

These conditions determine the values of n for which the graphs have an Euler circuit and a Hamilton cycle.

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Answer:

It diverges; it does not have a sum.

Step-by-step explanation:

3, 9, 27, 81, ..

ratio = r = 9/3 = 3

since |r| ≥ 1, it diverges and doesn't have a sum

The solution is, the given series is divergent and it has a sum infinity.

Option (A) is CORRECT. i.e. It diverges; it does not have a sum.

A geometric series is a series in which the division of any consecutive two terms will be the same.

here, we have,

We are given to check whether the following infinite geometric series diverge or converge :

given that,

3 + 9 + 27 +81 +....

We know that

an infinite geometric series diverges if the modulus of the common ratio is greater than 1.

For the given geometric series, the common ratio r is given by

r = 9/3

 = 3

So, we get

r = 3 > 1

Therefore, the given infinite geometric series diverges.

Also, we know that the sum of a divergent infinite geometric series with first term a and common ratio r is given by,

the sum will be infinity.

For the given series,

it does not have a sum.

Therefore, the required sum will be infinity.

Thus, the given series is divergent and it has a sum infinity.

Option (A) is CORRECT. i.e. It diverges; it does not have a sum.

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Answer:

x =19

Step-by-step explanation:

that is the correct answer

Answer:

x = 19

Step-by-step explanation:

3x - 6 = 51

3x = 51 + 6

3x = 57

x = 19

^^

The arithmetic sequence expression for the given sequence 6, 9, 12, 15, 18....... would be aₙ = 6+(n-1)3.

A progression or sequence of numbers known as an arithmetic sequence maintains a consistent difference between each succeeding term and its predecessor.

The common difference of that mathematical progression is the constant difference.

'n' denotes the term's position in the supplied arithmetic sequence in the formula for obtaining the general term: a = a1 + (n - 1) d. For instance, a2 denotes the second phrase in the sequence.

So, the given sequence is:

6, 9, 12, 15, 18

Common difference (d) is: 9 - 6 = 3

Then, the sequence expression would be:

aₙ = 6+(n-1)3

Therefore, the arithmetic sequence expression for the given sequence 6, 9, 12, 15, 18....... would be aₙ = 6+(n-1)3.

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The scale factor of the dilation is 2 which can be shown in the details given below.

In geometry, a line segment is bounded with the aid of using awesome factors on a line. Or we are able to say a line phase is a part of the road that connects  factors. A line has no endpoints and extends infinitely in each the course however a line phase has constant or particular endpoints.

QS : QS'

= 4 : 8

= QU : QU'

= 5 : 10

= 1 : 2

Then the scale factor is of the dilation is 2 (magnification).

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Complete question

Line segment SU is dilated to create S'U' using point Q as the center of dilation.

The scale factor of the dilation is:

To translate something:

  ⇒ is to write out the equations

Let's examine what information this problem gives us:

            ⇒ with '2' being the number of adults tickets

                ⇒total charge from purchasing adult tickets = 2 * 62.5 = 125

            ⇒ with 'x' being the number of child tickets bought

                 ⇒total charge from purchasing child tickets = 42.5x

Since the sum of total charge from purchasing adult tickets and total charge from purchasing child tickets is equal to 400:

   ⇒ 42.5x + 125 = 400 <== translated form

Let's solve:

   \(42.5x+125=400\\42.5x=275\\x=6.47\)

Since we can only buy whole tickets:

Mrs. Albert could have bought at most 6 child tickets

Answer: Mrs. Albert can bring 6 kids

Hope that helps!

To find the volume of the solid formed by rotating the area bounded by the curve y = 4x², the x-axis, x = 3, and y = 0 about the x-axis, we can use the Disk Method.

The Disk Method involves integrating the cross-sectional areas of infinitesimally thin disks to determine the volume of the solid. In this case, we consider an infinitesimally thin vertical strip of width dx along the x-axis. When rotated about the x-axis, this strip sweeps out a disk with radius y and thickness dx.

The bounds of integration are from x = 0 to x = 3, as specified by the given curve and x = 3. The radius of each disk, y, is determined by the equation y = 4x². Since we are rotating about the x-axis, the height of each disk is given by the function y = 4x².

The volume of each disk can be calculated using the formula V = πr²h, where r is the radius and h is the height. Substituting the expressions for the radius and height, we have V = π(4x²)² dx. Simplifying, we get V = 16πx⁴ dx.

To find the total volume, we integrate V with respect to x over the given bounds: ∫[0, 3] 16πx⁴ dx. Evaluating this integral gives the volume of the solid formed by rotating the given area about the x-axis.

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The range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

To measure the amount of money college students spend on rent per month, the most appropriate measure of spread would be the range. The range is the simplest measure of spread and is calculated by subtracting the lowest value from the highest value in a data set. In this case, the range would be $1,300 - $300 = $1,000.

The median would not be the best choice in this scenario because it only represents the middle value in a data set. It does not take into account extreme values like the $1,300 rent expense.

Standard deviation would not be the most appropriate measure of spread in this case because it calculates the average deviation of each data point from the mean. However, it may not accurately represent the spread when extreme values like the $1,300 rent expense are present.

The interquartile range (IQR) would not be the best choice either because it measures the spread of the middle 50% of the data set. It does not consider extreme values and would not accurately represent the range of rent expenses in this scenario.

In summary, the range would be the most appropriate measure of spread in this case because it takes into account the extreme values of $300 and $1,300 and provides a clear measure of the difference between them.

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Answer:

40 ounces

Step-by-step explanation:

A glass is 8 ounces so:

8 x 5 = 40 ounces

The logical equivalence (p ∨ ~q) ∧ (~p ∨ ~q) ≡ ~q.

1. Start with the given expression: (p ∨ ~q) ∧ (~p ∨ ~q).
2. Apply the distributive law: (p ∧ ~p) ∨ (~q ∧ ~q).
3. Apply the law of contradiction: False ∨ (~q ∧ ~q).
4. Simplify: ~q ∧ ~q.
5. Apply the law of idempotence: ~q.

In this derivation, we used the distributive law to expand the expression and then applied the law of contradiction to simplify it further. Finally, we used the law of idempotence to arrive at the final expression ~q, which proves the logical equivalence.

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Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators.


Variables that indicate the distance a target is from the level achieved are called performance metrics or progress indicators. These variables help measure and track progress towards a goal by providing a quantitative or qualitative measure of how far the target is from the desired level of achievement.

Performance metrics can be represented in various forms, such as distance covered, percentage completed, points earned, or even subjective evaluations. For example, in a fitness program, a performance metric could be the number of miles run or the number of push-ups completed.

These metrics enable individuals or organizations to assess their progress and make necessary adjustments to reach their desired outcomes.

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Answer:

  x = 3

Step-by-step explanation:

You want to know how to solve 2x +3 = 9.

A solution is an equation of the form ...

  x = constant

You can get a clue to the solution process by considering what happens to the variable. Here, ...

The solution process reverses these operations, starting with the last one first. The properties of arithmetic and equality are used.

We can undo the addition of 3 by adding -3 to both sides of the equation.

  2x +3 -3 = 9 -3

  2x +0 = 6 . . . . . . . . . . . adding 3 and its additive inverse gives zero

  2x = 6 . . . . . . . . . . . . . 0 is the additive identity element, so 2x+0 = 2x

We can undo the multiplication by multiplying by the multiplicative inverse of 2. That is, we can multiply by 1/2.

  (1/2)2x = (1/2)6

  1x = 3 . . . . . . . multiplying 2 and its multiplicative inverse gives 1

  x = 3 . . . . . . 1 is the multiplicative identity element, so 1x = x

Please note that multiplying by 1/2 is the same thing as dividing by 2. That is, multiplication and division are inverse operations.

The solution is x = 3.

It is wise to check that the solution you found makes the equation be true.

  2x +3 = 9

  2(3) +3 = 9 . . . . . substitute for x

  6 + 3 = 9 . . . . . . . true

__

Additional comment

This solution process works for just about any "solve for ..." situation, if an algebraic solution is possible. In high school math, you are introduced to just about every kind of equation we know how to solve. The list is fairly short.

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