The graph of a relation is shown.

A coordinate plane with a straight line. The line starts in the lower left quadrant and continues up through the uppercase right quadrant. The line passes through the y-axis slightly below the origin, and then passes through the x-axis slightly to the right of the origin.
Which of these values could be the slope of the line? Select two options.

–2

0

3
$0.67 per book
$1.07 per book
$1.50 per book

Answer:

2/15

Step-by-step explanation:

4/10 * 3/9 = 12/90 = 2/15

Answer:

$8190

Step-by-step explanation:

So we know that were putting away $2 each month from  our allowance.

Jan-$2

Feb-$4

March-$8

April-$16

Ok so we already put away 4 months of our allowance from 12. So we need 8 more months to count how much.

So lets add: 2 + 4 + 8 + 16=30

Now we need to figure out how much in May and so on.

May- 16x2=32

June-32x2=64

July-64x2=128

August-128 x 2=256

September-256 x 2=512

October-512 x 2=1024

November-1024 x 2=2048

December-2048 x 2=4096

In total to add:

2 + 4 + 8 + 16 + 32 +64 + 128 + 256 + 512 + 1024 + 2048 + 4096 = 8190

Hope this helps :)

The number of bacteria will double after 15.93 hours, or approximately 15 hours and 56 minutes.

The given exponential growth equation for N(t) is N(t) = 10000011.

To solve the problems related to it, we need to follow these steps:a) What is the number of bacteria at t = 0 hours?

We need to plug in t = 0 in the given equation of N(t) to find out the number of bacteria at t

= 0 hours.

N(0) = 10000011

= 1

Therefore, the number of bacteria at t = 0 hours is 1.b) When will the number of bacteria double?

Give the exact solution in the simplest form. Do not evaluate.

We know that the formula for the exponential growth function is given by the equation y = abx.

Here, x is the number of units of time passed, a is the initial value of y, b is the growth factor, and y is the final value of the function. We can use this formula to find out the time when the number of bacteria doubles.To find out the time when the number of bacteria doubles,

we can set y = 2 and s

olve for x.2 = abx

Since we are given that

N(t) = 10000011, we can write the above equation as:

2 = 10000011 * bxTaking the natural logarithm of both sides,

ln 2 = ln 10000011 + ln bx

Simplifying,

ln 2 - ln 10000011 = ln b + x ln b

Using a calculator, we get,

ln b = ln 2 - ln 10000011ln b

≈ -20.723

Using the properties of logarithms, we get,

x = [ln 2 - ln 10000011] / ln bSubstituting the value of ln b,

we get,x ≈ 15.93

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The x-coordinate for the center of gravity is 16.1, and the y-coordinate is 15.4 which is determined using average.

To find the center of gravity (also known as the centroid), we need to calculate the weighted average of the x and y coordinates using the given data points and their respective weights. The weights are represented by the "dc coordinates demand a" value for each data point.

Let's calculate the x-coordinate first:

x-coordinate = (1040 + 2525 + 830 + 1120 + 25*6) / (40 + 25 + 30 + 20 + 6) = 16.1

Now let's calculate the y-coordinate:

y-coordinate = (1240 + 3025 + 1530 + 2011 + 6*25) / (40 + 25 + 30 + 20 + 6) = 15.4

Therefore, the center of gravity is located at approximately (16.1, 15.4) in terms of x and y coordinates.

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The 98% confidence interval of 93 course evaluation the estimation of the population standard deviation is (0.454, 0.681). For 93 professor evaluations, it is (0.318, 0.457). The course evaluations have a wider interval, indicating more variability compared to professor evaluations.

The construction of 98% confidence interval from which the 93 course evaluations were obtained, by using the formula

Confidence interval = (√((n-1)*s²)/√(chi-square upper)-√((n-1)*s²)/√(chi-square lower)),

where n is the sample size, s is the sample standard deviation, and chi-square upper and chi-square lower are the values from the chi-square distribution table with degrees of freedom (df) equal to n-1 and a cumulative probability of 0.99/2 = 0.495.

Using the given data, we have n = 93 and s = 0.56. From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.56²)/√(67.339)-√((93-1)*0.56²)/√(49.645))

Confidence interval = (0.454, 0.681)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 course evaluations were obtained falls within the interval (0.454, 0.681).

To construct a 98% confidence interval estimate of the standard deviation of the population from which the 93 professor evaluations were obtained, we can use the same formula as in above part, but with n = 93 and s = 0.41 (the sample standard deviation for professor evaluations).

From the chi-square distribution table with df = 92 and cumulative probability of 0.495, we obtain chi-square upper and chi-square lower as 67.339 and 49.645, respectively.

putting the values in the formula, we get

Confidence interval = (√((93-1)*0.41²)/√(67.339)-√((93-1)*0.41²)/√(49.645))

Confidence interval = (0.318, 0.457)

Therefore, we are 98% confident that the standard deviation of the population from which the 93 professor evaluations were obtained falls within the interval (0.318, 0.457).

Comparing the results from other parts, we can see that the confidence interval for the standard deviation of the population from which the course evaluations were obtained is wider than that for the population from which the professor evaluations were obtained. This suggests that there is more variability in the course evaluations than in the professor evaluations.

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Cross sectional data are collected from several entities at the same point in time.

In statistics and econometrics, cross-sectional data, often known as a cross section of a research population, is a type of data gathered by watching numerous participants all at once. It's also possible that the analysis disregards variations in time.

You evaluate a data set at a certain point in time when you conduct a cross-sectional data analysis. Cross-sectional data is frequently sourced from surveys and public records. The datasets document observations of various variables at a specific time.

In conclusion, the correct option is A.

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Answer:

10?

Step-by-step explanation:

we know she worked 7 hours this week, and were given the fact that its 3 hours less than last week, so we add the 3 hours to 7 and get 10 hours

Answer:

10

Step-by-step explanation:

3 + 7 = 10 You could also write it 7 + 3 = 10. Or what is the sum of 3 and 7.

Pls brainliest Thx! :D

The x-intercept of the equation 70x - 12y = 350 is (5, 0).

The x-intercept of an equation is where a line crosses the x-axis. The x-intercept of an equation is the value of x when y equals to zero.

Therefore, let's find the x-intercept of the equation as follows:

70x - 12y = 350

Hence,

12y = 70x - 350

Let's substitute y = 0 in the equation

12(0) = 70x - 350

70x = 350

divide both sides by 70

x = 350 / 70

x = 5

Therefore, the x-intercept is (5, 0)

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Answer:

Step-by-step explanation:

if 9m away from deep point, m1 also away from 9m to radius line.

so if we draw 2 x 2y to 1 half side of circle, y is connected with 9m, x is connected to 6m.

2 x = 150 sec

if i say 1 x 6m 2x 12m

x =75 sec =12.5 sec

(2x +2y ).2 is whole circle round

12.5*15*2

750 second is answer

is it true?

The total number of ways can these dice be rolled so the numbers on the faces sum to a total of 20 is 300

The number of ways of partitioning 20 into exactly 10 distinct parts with  the 6 numbers {1,2,3,4,5,6} we have:

30 partitions of 20 into ten distinct parts.

The 30 distinct partitions with the sum 20 are:

  1.) {2,2,2,2,2,2,2,2,2,2}

  2.) {1,2,2,2,2,2,2,2,2,3}

  3.) {1,1,2,2,2,2,2,2,3,3}

  4.) {1,1,2,2,2,2,2,2,2,4}

  5.) {1,1,1,2,2,2,2,3,3,3}

  6.) {1,1,1,2,2,2,2,2,3,4}

  7.) {1,1,1,2,2,2,2,2,2,5}

  8.) {1,1,1,1,2,2,3,3,3,3}

  9.) {1,1,1,1,2,2,2,3,3,4}

 10.) {1,1,1,1,2,2,2,2,4,4}

 11.) {1,1,1,1,2,2,2,2,3,5}

 12.) {1,1,1,1,2,2,2,2,2,6}

 13.) {1,1,1,1,1,3,3,3,3,3}

 14.) {1,1,1,1,1,2,3,3,3,4}

 15.) {1,1,1,1,1,2,2,3,4,4}

 16.) {1,1,1,1,1,2,2,3,3,5}

 17.) {1,1,1,1,1,2,2,2,4,5}

 18.) {1,1,1,1,1,2,2,2,3,6}

 19.) {1,1,1,1,1,1,3,3,4,4}

 20.) {1,1,1,1,1,1,3,3,3,5}

 21.) {1,1,1,1,1,1,2,4,4,4}

 22.) {1,1,1,1,1,1,2,3,4,5}

 23.) {1,1,1,1,1,1,2,3,3,6}

 24.) {1,1,1,1,1,1,2,2,5,5}

 25.) {1,1,1,1,1,1,2,2,4,6}

 26.) {1,1,1,1,1,1,1,4,4,5}

 27.) {1,1,1,1,1,1,1,3,5,5}

 28.) {1,1,1,1,1,1,1,3,4,6}

 29.) {1,1,1,1,1,1,1,2,5,6}

 30.) {1,1,1,1,1,1,1,1,6,6}

These pairs can be arranged each in 10 ways.

Therefore, 10× 30

= 300

Hence the number of partitions is 300.

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Answer:

9

Step-by-step explanation:

Let Benjamin's age be=x.

Let Lucas's age be=y.

Then, x=2y-6

When x=12, 12+6=2y.

18/2=y, y=9

Answer:

c

Step-by-step explanation:

Answer:

Step-by-step explanation:

Let's solve for x.

x−5y=3x+1

Step 1: Add -3x to both sides.

x−5y+−3x=3x+1+−3x

−2x−5y=1

Step 2: Add 5y to both sides.

−2x−5y+5y=1+5y

−2x=5y+1

Step 3: Divide both sides by -2.

−2x/ −2 = 5y+1/ −2

x= −5/ 2 y+ −1/ 2

Answer:

x= −5/ 2 y+ −1/ 2

x - 5y = 3x + 1

5y = 2x + 1

y = 2x + 1 / 5

x - 5(2x+1/5) = 2x + 1

x - 2x + 5 = 2x + 1

x + 5 = 2x + 1

4 = x

So lets double check:

4 - 5y = 3(4) + 1

4 - 5y = 12 + 1

4 - 5y = 13

-5y = 9

y = -9/5

4 - 5(-9/5) = 13

4 -(-9) = 13

4 + 9 = 13

13 = 13

This means we are right! X = 4

I hope this helps! :)

555 in 5 mins

Number of counts one min =555\5 =111 per min

the answer would be forty nine

Yes , the integer k is divisible by 4 and statement (1) alone is sufficient to determine that k is divisible by 4.

Given data ,

Let the equation be represented as A

Now , the value of A is

a)

To determine if the integer k is divisible by 4, let's analyze the given statements:

Statement (1): 8k is divisible by 16.

This means that 8k is a multiple of 16. Since 16 is divisible by 4, we can conclude that k must be divisible by 4 as well. Therefore, statement (1) alone is sufficient to determine that k is divisible by 4.

8k = 16

k = 2

b)

This statement does not provide direct information about the divisibility of k by 4. While 12 is divisible by 4, the fact that 9k is divisible by 12 does not guarantee that k itself is divisible by 4.

9k = 12

k = 12/9

k = 4/3

So , it is not an integer

In conclusion, statement (1) alone is sufficient to determine that k is divisible by 4. Statement (2) is not sufficient on its own.

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Answer:

26sqrt(3)

Step-by-step explanation:

You end up with two 30-60-90 triangles.

26/2 = 13

2 * 13 * sqrt(3) = 26sqrt(3)

Answer:

thenk you for the points give me brainlist pleasee

Answer:

love you valentines

Step-by-step explanation:

Answer:

-8 × 3 = - 3 × ( 8)

or -21 = -21

Answer:

-21

Step-by-step explanation:

Answer:

8 hours and 35 minutes. (8:35)

Step-by-step explanation:

8 hours and 35 minutes.

515 minutes.

The linear equation represented by the table (-2,7) (1,4) (3,2) (6,-1) is y = -x + 5. To find the linear equation represented by the table (-2,7) (1,4) (3,2) (6,-1), we can use the slope-intercept form of a linear equation, y = mx + b, where m is the slope and b is the y-intercept.

First, we need to find the slope, which is the change in y over the change in x between any two points. Let's choose the points (1,4) and (3,2):

slope = (y2 - y1) / (x2 - x1)
     = (2 - 4) / (3 - 1)
     = -2 / 2
     = -1

Now that we have the slope, we can plug it in to the slope-intercept form and solve for b using one of the points. Let's use the point (1,4):

4 = (-1)(1) + b
b = 5

So the equation of the line is y = -x + 5.

To check our work, we can plug in the other points and make sure they all satisfy the equation:

-2 = (-1)(-2) + 5 (true)
7 = (-1)(-2) + 5 (true)
2 = (-1)(3) + 5 (true)
-1 = (-1)(6) + 5 (true)

Therefore, the linear equation represented by the table (-2,7) (1,4) (3,2) (6,-1) is y = -x + 5.

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Yes, its true that the questionnaire is very carefully constructed by an individual to provide the measurement instrument.  

A questionnaire is a studies device which includes a sequence of questions for the motive of amassing facts from respondents. Questionnaires may be concept of as a form of written interview. A questionnaire is a listing of questions or gadgets used to collect facts from respondents approximately their attitudes, experiences, or opinions.

Questionnaires may be used to acquire quantitative and/or qualitative facts. Questionnaires are generally utilized in marketplace studies in addition to withinside the social and fitness sciences. Questionnaires are typically taken into consideration to be excessive in reliability. This is due to the fact it's miles feasible to invite a uniform set of questions. Any troubles withinside the layout of the survey may be ironed out after a pilot study. The greater closed questions used, the greater dependable the studies.

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We can Long Division method to solve quotients step by step

What is long division method and its steps ?

When splitting huge numbers, the task is divided into several sequential parts using the long division approach. The dividend is divided by the divisor, just as in conventional division problems, and the result is known as the quotient; occasionally, it also produces a remainder.

We need to comprehend a few stages in order to divide. A vinculum or right parenthesis separates the dividend from the quotient, while a vertical bar separates the divisor from the dividend. Let's now go through the long division stages listed below to comprehend the procedure.

1. Take the dividend's first digit starting from the left . Verify if this digit exceeds or is equal to the divisor.

2. Next, divide it by the divisor, and write the result as the quotient on top.

3. Subtract the outcome from the digit, and then put the difference below.

Step 4: Decrease the dividend's subsequent digit (if present).

Step 5: Carry out Step 4 again.

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Answer:

25%

Step-by-step explanation:

18/24 passed that reduces 3/4.

So 1/4 didn't pass