please help!! 20 pts!!
Write an equation in slope-intercept form for the line that passes through (4, 7) and is perpendicular to the y-axis.

Answer:

4(12 + 4) 12(4+3) 12(4 + 2) 4(12+8)

i slayed for you<3

Answer:48

Step-by-step explanation:

Answer:

48

Explanation, cone with it's height to the value.

Answer:

17/15

Step-by-step explanation:

Let x be the number of large frames and y be the number of small frames that a woman bought from the closeout sale.Therefore, the two equations that we can use to solve the problem are:

x + y = 27 ...(1)and19x + 9y = 343 ...(2)Multiplying equation (1) by 9 and subtracting it from equation (2), we get:19x + 9y = 343  ...(2)- (9x + 9y = 243) ...(3)10x = 100x = 10Thus, the woman bought 10 large frames

.Substituting x = 10 in equation (1), we get:10 + y = 27y = 27 - 10y = 17Thus, the woman bought 17 small frames. Therefore, the woman bought 10 large frames and 17 small frames.

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Answer:

both (x - 5) and (x - 3) are factors of x^2  - 2x + 15

Step-by-step explanation:

Please write this all on one line:  x^2  - 2x + 15.

Recognize that 3*5 = 15.  Possible factors of x^2  - 2x + 15 are thus (x - 5) and (x + 3).  Multiplying these together results in x^2  - 2x + 15, so we have verified that both (x - 5) and (x - 3) are factors of x^2  - 2x + 15.

f(x) = x² - 2x + 15

This function f(x) will have the negative "discriminant" in root ; thus forming complex roots

So this function has no rational roots

Answer:

y-intercept is 8 and slope is -2

Step-by-step explanation:

General equation of a line:

\(y = mx + b\)

m » slope

b » y-intercept

Our equation given:

\({ \boxed{y = - 2x + 8}}\)

by comparison with general equation

m » -2

b » 8

Answer:

y = (2/3)y - 2

Step-by-step explanation:

Linear equations of the form y=mx+b, describe the slope, m, and the y-intercept, b (the value of y when x=0).  

Line K

y = -(3/2)x + 1 tells us that it has a slope of -(3/2) and crosses the y axis (x=0) at y = 1.  

Perpendicular Lines

Perpendicular lines have a useful property in that they have a slope that is the "negative inverse" of the line they are perpendicular to.  If, for example, we were ever asked  what is the slope of a line perpendicular to Line L (yes, it happens), we could, with minimal effort, respond "It is the negative inverse of -(3/2)," which is a slope of (2/3).

Line L

We just accidently answered a key question when we found the negative inverse of the slope for Line K, (2/3).  That will be the slope of Line L that will make it perpendicular to Line K.

Line L will have the form y = (2/3)x + b

This line will be perpendicular to Line K, no matter the value of b.  But we want a perpendicular line that goes through point (6,2), so we need to find a value of b that will force it to go through that point.

The role b has in our equation is simply moving it up or down.  If b were 0, the line will go through the origin (0,0).  If b were 5, it would interect the y axis at 5 (0,5).  We could draw a graph and get a pretty good idea what b would have to be for the line to go throgh (6,2), but most prefer the easier route:  Use the (x,y) value in the above equation and solve for b.  Its easy, and works great:

   y = (2/3)x + b for (6,2)

  2 = (2/3)(6) + b

   b = 2 - (2/3)*(6)

   b = 2 - 4

    b = -2

The equation for Line L is thus:  y = (2/3)y - 2

See the attached graph.  Included are equations [marked Demo Line 1 and 2] with 2 random values of b (1 and 0), in order to:

Positive value of a vertically stretches the graph of f when a > 1 or shrinks the graph of f when a < 1. h translates the graph of f to the left when h < 0 or right when h > 0.

Several real-world scenarios use exponential functions, including population increase, compound interest, radioactive decay, and the spread of diseases. For instance, an exponential function may be used to simulate the expansion of a bacterial population, with the rate of increase being proportional to the population size. Similarly, compound interest, which applies the rate of interest to the principal sum across a number of periods, can be represented by an exponential function.

Positive value of a vertically stretches the graph of f when a > 1 or shrinks the graph of f when a < 1. h translates the graph of f to the left when h < 0 or right when h > 0 and k translates the graph of f up when k > 0 and down when k < 0.

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Answer: False

(5 x 3) + (5 x 3) = 30

a) The null hypothesis (H0) states that the population average amount dispensed is equal to 8 ounces. The alternative hypothesis (Ha) states that the population average amount dispensed is different from 8 ounces.

b) To test the hypothesis, we can perform a one-sample t-test. The sample mean is 7.983 ounces, which is slightly below the hypothesized value of 8 ounces. We want to determine if this difference is statistically significant.

c) By conducting the one-sample t-test, we can calculate the p-value associated with the observed sample mean of 7.983 ounces. The p-value represents the probability of obtaining a sample mean as extreme as the observed value, assuming that the null hypothesis is true.

If the calculated p-value is less than the significance level (0.05 in this case), we reject the null hypothesis in favor of the alternative hypothesis, indicating evidence that the population average amount dispensed is different from 8 ounces. If the p-value is greater than the significance level, we fail to reject the null hypothesis, suggesting that there is not enough evidence to conclude that the population average is different from 8 ounces.

The interpretation of the p-value in this case is that it represents the probability of observing a sample mean of 7.983 ounces or a more extreme value, assuming that the true population mean is 8 ounces. A small p-value indicates that the observed sample mean is unlikely to have occurred by chance alone under the assumption of the null hypothesis. Therefore, a small p-value provides evidence against the null hypothesis and suggests that the population average amount dispensed is likely different from 8 ounces.

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The mean = 5, median = 5.1, and mode(s) = All values appeared just once.

The given data shows the amount of time in hours that Sam studied for an exam on each of the last five days: 2.7, 8.3, 6.8, 2.1, 5.1. To find the mean, median, and mode(s) for the given sample data, the following steps can be taken:Mean: The formula to find the mean is given as: Mean = (Sum of all the values) / (Total number of values). Therefore, Mean = (2.7 + 8.3 + 6.8 + 2.1 + 5.1) / 5= 25 / 5= 5.Therefore, the mean is 5.Median: The median is the middle value in an ordered set of data.To find the median: Step 1: Order the data from least to greatest. 2.1, 2.7, 5.1, 6.8, 8.3Step 2: Identify the middle value. Since we have an odd number of data values, the median is the middle value. Therefore, the median is 5.1.Mode: The mode is the value that occurs most frequently in a set of data. There are no values that appear more than once in this set of data. Therefore, all values appeared just once. Hence, there is no mode(s) for the given data set.

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The mean, median, and mode(s) for the given sample data are:

Mean = 5

Median = 5.1

Mode = There is no mode(s) in the sample data set

Solution:

The given sample data (in hours) that Sam studied for an exam on each of the last five days are as follows:2.7, 8.3, 6.8, 2.1, and 5.1

Mean = Sum of all the observations / Number of observations

In this case, we have five observations, so we can calculate the mean as follows:

Mean = (2.7 + 8.3 + 6.8 + 2.1 + 5.1) / 5

Mean = 25 / 5

Mean = 5

Therefore, the mean of the given sample data is 5.

In this case, we have five observations. When we sort them in ascending order, we get:

                                      2.1, 2.7, 5.1, 6.8, 8.3

Since we have an odd number of observations, the median is simply the middle value, which is 5.1.

Therefore, the median of the given sample data is 5.1.

In this case, each observation appears only once. Therefore, there is no observation that appears more frequently than the others. As a result, there is no mode(s) in this sample data set.

Therefore, the mode of the given sample data is all values appeared just once.

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As we see, p-value is less than the significance level, so null hypothesis rejected and there is no evidence to support the claim that population mean is 22 degree C.

The population mean can be calculated by the sum of all values in the given data/population divided by a total number of values. We have various temperature measurements are recorded at different times for a particular city.

Sample Mean, \(\bar X \) = 20°C

Standard deviations,\(\sigma \)= 1.5° C

Level of significance, = 0.05

We have to test that population mean is 22 degree C. Consider the hypothesis testing, the null and alternative hypothesis are \(H_0 : \mu = 22 \).

\(H_a : \mu ≠ 22 \).

Consider the test statistic, z test for mean formula, \(z = \frac{\bar x - \mu }{\frac{\sigma}{\sqrt{n}}}\).

=> \(z = \frac{20 - 22}{\frac {1.5}{\sqrt{60}}}\).

= - 10.32

Now, using distribution table, the p-value for z = - 10.32 is less than to 0.001. So,

p-value < 0.05, so null hypothesis is rejected.

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The missing numbers in exponent of 10 in the given expression 0.0000308 = 3 x 10⁻⁵ + 8 x 10⁻⁷ is -5 and -7.

We can write 0.0000308 as 3.08 x 10⁻⁵ by shifting the decimal point 5 places to the right. Therefore, we have

3.08 x 10⁻⁵ = 3 x 10ˣ + 8 x 10ˣ

We can see that the first exponent must be negative because 3.08 x 10⁻⁵ is a very small number. We also know that the exponents must add up to -5. We can try different combinations of exponents to see which ones add up to -5

3 x 10⁻⁶ + 8 x 10⁻⁶ = 0.0000300 (too small)

3 x 10⁻⁵ + 8 x 10⁻⁶ = 0.000038 (too big)

3 x 10⁻⁵ + 8 x 10⁻⁷ = 0.0000308 (correct)

Therefore, the missing exponents are -7 and -5. The answer is

3 x 10⁻⁵ + 8 x 10⁻⁷

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Answer:

Kindly check explanation

Step-by-step explanation:

Given the following:

X: _1_____2_____3_____4_____5

Y: 480__441____310___248___167

Using the linear regression calculator :

ŷ = -81.9X + 574.9

Where ;

y = predicted variable

x = independent variable

-81.9 = gradient or slope (m)

574.9 = intercept

Average retail price of fame at age 77

ŷ = -81.9X + 574.9

ŷ = -81.9(77) + 574.9

y = - 6306.3 + 574.9

y = −5731.4

At what age is the game system worthless :

Retail Price = y = $0

ŷ = -81.9X + 574.9

0 = - 81.9X + 574.9

81.9X = 574.9

X = 574.9 / 81.9

X = 7.019

X = 7

Hence, game system is worthless at age 7

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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The complete question is:

identify a characteristic of change managers that an organization should consider when employing people.

→ Change managers are nonconformists who take risks.

→ Having a large number of conformist is effective for an organization.

→ Change managers are usually regarded as peacemakers who follow rules.

→ Having a large number of radical innovators is effective for an organization.

While hiring change managers, businesses should take into account their nonconformist, risk-taking nature.

To successfully implement organizational change efforts, change managers must question the status quo, take measured risks, and foster creativity. Organizational stability and routine tasks may be maintained more successfully with a large number of conformists, but change managers need a distinct skill set. They must be able to think creatively, try out novel concepts, and deal with ambiguity and uncertainty.

Option 3: Being seen as a rule-following peacemaker may be an asset in some situations, but it is not always necessary for a change manager. Similarly, having a lot of radical innovators (option 4) could backfire if there isn't a balance with other qualities and abilities crucial for effective change management.

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Answer:

\(m=27\)

Step-by-step explanation:

When something is directly proportional, it means that: \(a=kb\), where \(k\) is some constant (number).

We are given that \(m\) is directly proportional to \(n^2\), and \(m=75\) when \(n=5\).

So, we have...

\(a=kb\)

\(m=kn^2\)

\(75=k(5)^2\)

\(75=25k\)

\(k=3\)

So the full equation is:

\(m=3n^2\)

Now, to find the answer when \(n=3\), simply put 3 into the equation.

Which gives:

\(m=3(3)^2\)                     \(m=9(3)\)             \(m=27\)

Final answer: m=27.

Answer: 200 m²

Step-by-step explanation:

The perimeter is calculated by the formula:

= (2 * length) + (2 * width)

We have the perimeter so we can find the width:

60 = (2 * 10) + (2 * w)

60 = 20 + 2w

2w = 60 - 20

w = 40 / 2

w = 20 meters

Area of a rectangle can be used because this fits the characteristics of a rectangle:

= Length * Width

= 10 * 20

= 200 m²

Answer:

×=3

......................

Answer:

$400 or more

Step-by-step explanation:

im pretty sure:)

ΔTRP~ΔTSG by AA~

============================================

Further Explanation:

Triangles TRP and TSG share an overlapping angle at point T. This is one pair of congruent angles.

Due to the parallel lines (PR and GS), we can get two more pairs of congruent angles:

These congruences are valid because of the corresponding angle theorem.

You could use all three, but at minimum, you only need 2 pairs of congruent angles. Once we have two pairs of congruent angles, we can use the AA (angle angle) similarity theorem. Your teacher has abbreviated this as AA~

We cannot use SAS and SSS because we don't have any information about the sides.

Corresponding angles on parallel lines have equal measure

The value of x is 105 degrees

From the complete question (see attachment for figure), we have the following parameters:

Angle ABC = x

Angle CDE = 75

Because lines AB and CD are parallel lines, and lines BC and DE are also parallel lines.

It means that:

Angle ABC + Angle CDE = 180

Substitute x for Angle ABC, and 75 for Angle CDE

x + 75 = 180

Subtract 75 from both sides of the equations

x + 75 - 75 = 180 - 75

Evaluate like terms

x = 105

Hence, the value of x is 105 degrees

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Answer:

The constant difference is 8

Step-by-step explanation:

-6 + 8 = 2

10 + 8 = 18

Answer:

Step-by-step explanation:

If you mean 3x^3 - 42x^2 - 4x + 5 = 0 you can graph it manually or with technology

The roots are 14.09, 0.30 and -0.39 to nearest hundredth.

Hey!!!

Here's your answer

-9*4=-36

So the right answer -36.

Hope it will help you

Good luck on your assignment

Answer:

-36

Step-by-step explanation:

-9*4 = -(9*4) = -36

Sin 2 is the integral of -cos 2 plus c, where c is a constant integration equation sin2x dx = -cos2x + c.

1. Calculate sin 2 integral.

2. Apply the integration equation sin2x dx = -cos2x + c.

3. Increase the outcome by the constant C.

Sin 2 is the integral of -cos 2 plus c, where c is a constant. This integral must be calculated in several steps. Take the integral of sin 2 first. Use the integration formula sin2x dx = -cos2x + c to do this. According to this equation, the integral of sin 2 is equal to cos -2/c plus a certain constant. The next step is to add the constant c to the outcome after using this formula. This will result in the integral of sin 2 having a final value of -cos 2 + c. Any actual number may be used as the constant c, and the value will vary depending on the circumstances. It's crucial to keep in mind that the constant c must always be a part of the outcome.

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To find the roots of a third-degree polynomial, also known as a cubic polynomial, we can use a method called factoring or apply the cubic formula.

The first step is to check if there are any common factors that can be factored out. Next, we can use the rational root theorem to determine potential rational roots. By applying synthetic division or long division, we can divide the polynomial by the potential roots to see if they are indeed roots.

If a rational root is found, we can then use synthetic division to factor out the corresponding quadratic equation. Finally, we can solve the quadratic equation using methods like factoring, completing the square, or using the quadratic formula to find the remaining roots.

It's important to note that not all cubic polynomials can be easily factored or solved algebraically. In such cases, numerical methods or approximation techniques may be used to find the roots.

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To find the roots of a third degree polynomial, you can follow these steps: 1) Check for rational roots using the Rational Root Theorem. 2) Use synthetic division to divide the polynomial by a linear factor. 3) Factor the resulting quadratic equation. 4) Solve for the roots by setting each factor equal to zero.

To find the roots of a third degree polynomial, we can follow these steps:

Remember, the Fundamental Theorem of Algebra states that every polynomial equation of degree n has exactly n complex roots, counting multiplicities.

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Answer:

slope: -5/6

y-int: (0, -1)

The car gets 214.3 miles per gallon of gasoline in the city and 27.8 miles per gallon of gasoline on the highway.

Let the number of miles per gallon that the car gets in the city be x. Hence, the number of miles per gallon that the car gets on the highway would be 3x.

A salesperson purchased a car that is advertised as getting 3 times as many miles per gallon of gasoline on the highway than it does in the city. On a recent sales trip that covered 1500 miles in total, the car used up 18 gallons on the highway and 7 gallons in the city.

Calculation of miles per gallon of gasoline in the city:7 gallons of gasoline cover city distance: x miles is covered by 1 gallon of gasoline.

Thus, 7 gallons will cover 7x miles. Hence, we can equate: 7x = 1500 ....(1)

Calculation of miles per gallon of gasoline on the highway:18 gallons of gasoline cover the highway distance.3x miles is covered by 1 gallon of gasoline.

Thus, 18 gallons will cover 54x miles.

Hence, we can equate: 54x = 1500 ....(2)

Dividing equation (1) by 7:7x/7 = 1500/7x

= 214.3 miles per gallon of gasoline in the city.

Dividing equation (2) by 54:54x/54

= 1500/54x

= 27.8 miles per gallon of gasoline on the highway.

Therefore, the car gets 214.3 miles per gallon of gasoline in the city and 27.8 miles per gallon of gasoline on the highway.

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The average number of pending USCIS immigration cases is 3,969,000 cases.

To know average number of pending USCIS immigration cases, we will calculate number of cases pending at any given time.

This will be done by multiplying the average processing time by the average number of cases processed per year.

Given:

Average number of immigration cases processed per year = 6.3 million cases

Average processing time = 0.63 years

The number of pending cases:

= Average processing time * Average number of cases processed per year

= 0.63 years * 6.3 million cases

= 3,969,000 cases

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