what is the slope-intercept equation of the line below?
​

A rule that we need to know in order to solve this is:

The extended rule would be:

Also, remember another rule:

Keeping all these rules in mind, we can simplify:

THis is the final form.

The value of x in the solution set of the inequality is -4.

Inequalities are of two types, > and <. The > sign means that left hand side is greater than the right hand side, while the < sign means that the left hand side is less than than the right hand side.

We can solve the inequality by assuming the inequality sign as the = sign, except that when we divide or multiply one side by (-1), the inequality sign will reverse (for eg it will change from > to <).

9(2x+1) < 9x - 18

2x+1 < x - 2

2x < x - 3

x < -3

This means that x can be any value less than -3 (but not equal to -3 since the sign is < and not ≤) . Hence, the answer is -4.

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Answer:

-4

Step-by-step explanation:
taking  test

Rashid spent a total of 1 hour and 30 minutes on homework for these three subjects.

If Rashid spent 30 minutes on each piece of homework for three subjects, we can calculate the total time he spent by multiplying the time spent per subject (30 minutes) by the number of subjects (3).

30 minutes * 3 = 90 minutes.

To convert this into hours and minutes, we divide 90 minutes by 60 since there are 60 minutes in an hour.

90 minutes ÷ 60 = 1 hour and 30 minutes.

Therefore, Rashid spent a total of 1 hour and 30 minutes on homework for these three subjects.

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01) The missing value is X=21.

02) The mean number of students in a Statistics class is approximately 23.38.

03) The standard deviation of the number of students in a Statistics class is approximately 1.396.

To find the missing value, we use the fact that the probabilities must add up to 1:

P(22) + P(23) + P(24) + P(25) + P(26) + P(missing) = 1

0.182 + 0.222 + 0.252 + 0.2 + 0.2 + P(missing) = 1

P(missing) = 1 - 0.182 - 0.222 - 0.252 - 0.2 - 0.2

P(missing) = 0.044

So, the missing value is X=21.

μ = Σ[X * P(X)]

 = (22*0.182) + (23*0.222) + (24*0.252) + (25*0.2) + (26*0.2) + (21*0.044)

 = 23.38

So, the mean number of students in a Statistics class is approximately 23.38.

To find the standard deviation, we use the formula:

To find the mean number of students, we use the formula:

σ = sqrt[Σ(X-μ)^2 * P(X)]

 = sqrt[(22-23.38)^2*0.182 + (23-23.38)^2*0.222 + (24-23.38)^2*0.252 + (25-23.38)^2*0.2 + (26-23.38)^2*0.2 + (21-23.38)^2*0.044]

 = 1.396

So, the standard deviation of the number of students in a Statistics class is approximately 1.396.

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Answer: f(7) = 52

Step-by-step explanation:

x = 7, so you would substitute x for 7

f(7) = 6(7) + 10

f(7) = 42 + 10

f(7) = 52

Hope this helps!

Answer:

Infinite

Step-by-step explanation:

ANY line segment can have INFINITE bisectors crossing it

\(▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪\)

The equivalent expression is :

\(\cos \theta=\cos \frac{2\pi}{3}=-\cos \frac{\pi}{3}=\boxed{-\frac{1}{2}}\\\\\\\sin \theta=\sin \frac{2\pi}{3}=\sin \frac{\pi}{3}=\boxed{\frac{\sqrt 3}{2}}\)

Answer:

The correct answer, pertaining to the proposed interrogate, is acknowledged as x = 3.

Step-by-step explanation:

To evaluate for such, a comprehension of linear data must be obtained:

Slope = rise/run, defined as the agglomerate distance between two differentiated points.

X-intercept: The peculiar point in which linear data is observed to intersect the x-axis.

Y-intercept: The peculiar point in which linear data is observed to intersect the y-axis.

If there is a vertical line intersecting the x-axis, the particular point (x, y) is identified as what x is equated to.

Likewise, if there is a horizontal line intersecting the y-axis, the particular point (x, y) is identified as what y is equated to.

Thus, the following must be applied to the interrogate:

- Vertical line, thus determine the point in which the data intersects the x-axis.

- Such is identified as (3,0).

Thus, since that is the only linear figure intersecting at such peculiar axis, 3 is the equated value of x.

Hence, x = 3.

*I hope this helps.

on a necklace two-thirds of the bees are blue of the blue beads 1/4 or oval shaped what fraction of the necklace is made up of blue ovals ​

we have that

2/3 ------> blue

1/4(2/3)=2/12-1/6

answer is 1/6

Answer:

sparkline

Step-by-step explanation:

A line chart that has no axes but is used to provide information on overall trends for time series data is called a sparkline.

The rancher has 5,280 acres left after selling off 5 quarter sections.

There are different ways to approach this problem, but one possible method is to convert all the sections and subsections to acres and then subtract the number of acres sold.

One section is equal to 640 acres (1 mile x 1 mile)

One-half section is equal to 320 acres (1/2 mile x 1 mile)

The one-quarter section is equal to 160 acres (1/2 mile x 1/2 mile)

The rancher owns:

8 full sections x 640 acres/section = 5,120 acres

3 half sections x 320 acres/half section = 960 acres

Total = 6,080 acres

The rancher sells off:

5 quarter sections x 160 acres/quarter section = 800 acres

The number of acres left is:

6,080 acres - 800 acres = 5,280 acres

Therefore, the rancher has 5,280 acres left after selling off 5 quarter sections.

Answer: There are 5,280 acres left.

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Answer:

20/27

Step-by-step explanation:

Answer:

the greatest number I guess is 2

Step-by-step explanation:

18÷2= 9male to the 2group

24÷2=12female to the 2group

Answer:

53 people

Step-by-step explanation:

\(\frac{2}{5}\)  × 120 = = 48
48 + 5 = 53 people
____

You've made your grade level high school, lower it to Grade 4. Thank you!

Answer:

321

Step-by-step explanation:

thats what i know llll)laldjfiahshfnsjsifbhdndksjsj

Answer: 320 people

Step-by-step explanation: What I did to solve is that 3200 can be divided by 10 giving you the answer 320.

Hello! (:

3x+4=y

We want to convert it into slope-intercept form:

y=mx+b

Our equation looks like this:

y=3x+4

Now, parallel lines have the same slope. So if one line has a slope of 3, the line parallel to it has a slope of 3 as well.

Now, we have the slope and a point, so we write the equation in point-slope form:

y-y1=m(x-x1)

y-(-2)=3(x-4)

y+2=3x-12

y=3x-12-2

y=3x-14

Hence, that is the required equation, Hope it helps you!

If you have any question or query, feel free to ask! (:

~An excited gal

\(SparklingFlower (:\)

If Rachana randomly selects two mugs from the set, the probability that she gets two different mugs is 0.1556 or 15.56%.

To solve this problem, we can use the concept of combinations. Since there are 10 mugs in the set, there are 10 choose 2 = 45 ways to select two mugs without considering order.

Out of these 45 ways, we need to count the number of ways Rachana can select two different mugs. Since there are 3 different types of mugs, Rachana can choose any one of the three types for the first mug. There are 10 mugs in the set, out of which 3 belong to the chosen type. Therefore, the probability of choosing a mug of the chosen type is 3/10.

For the second mug, Rachana can choose from the remaining 9 mugs. Since she needs to choose a different type of mug, she can choose any one of the 2 remaining types. There are 7 mugs left from the other 2 types. Therefore, the probability of choosing a mug of a different type is (7/9) * 2/3 = 14/27.

Therefore, the probability of selecting two different mugs is the product of the probabilities of selecting a mug of the chosen type and a mug of a different type. This is given by (3/10) * (14/27) = 7/45, which is approximately 0.1556 or 15.56%.

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Complete question is:

Rachana has a set of ten mugs the set up is made of 3 different mugs. If Rachana randomly selects two mugs from the set, what is the probability that she gets two different mugs?

Answer:

z = 24

Step-by-step explanation:

35/30 = 7/6

28/7 = 4

6 x 4 = 24

28/24 = 7/6

Answer:

x = 24

Step-by-step explanation:

All you have to do is cross multiply like this..

30 x 28 = 35 x X

=

x = 30 x 28/35

30 x 28 = 840 / 35 =

24

So x is equal to 24

Hope this helps :)

Bob should use a sub-sampling factor of approximately 2.089 to reduce the audio file size from 94 MB to 45 MB.

To determine the sub-sampling factor Bob should use, we need to consider the file size reduction required from 94 MB to 45 MB.

Let's assume the audio file has a constant bit rate. In that case, we can estimate the reduction factor by comparing the file sizes. The ratio of the file sizes will approximate the ratio of the audio durations.

The initial file size is 94 MB, and Bob wants to reduce it to 45 MB. Therefore, the reduction factor can be calculated as follows:

Reduction Factor = Desired File Size / Initial File Size

= 45 MB / 94 MB

≈ 0.4787

This reduction factor can be used to estimate the sub-sampling factor. Since the duration of the audio is directly proportional to the file size, we can assume that reducing the audio duration by the same factor will result in the desired file size reduction.

Sub-sampling Factor = 1 / Reduction Factor

≈ 1 / 0.4787

≈ 2.089

Therefore, Bob should use a sub-sampling factor of approximately 2.089 to reduce the audio file size from 94 MB to 45 MB.

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Answer:

6 units long

Step-by-step explanation:

count the numbers spaces in between the two points

According to the number line, the distance between points A and B is :

\( \boxed{ \boxed{ 14 \: \: units}}\)

the correct way to report the results of a hypothesis test and a measure of effect size using a t-statistic is option A: t(19)=2.30, r2=0.42, p<0.05.

The correct way to report the results of a hypothesis test and a measure of effect size using a t-statistic depends on the specific journal or style guide you are using. However, in general, the most common format is to report the t-value, degrees of freedom, and p-value first, followed by the measure of effect size.

So, looking at the options provided, we can eliminate option D because it only reports the t-value, degrees of freedom, p-value, and effect size all at once without separating them. Now, we are left with options A and B. Both options report the t-value, degrees of freedom, and p-value first, followed by the effect size. However, there is a difference in the order of the p-value and effect size. Option A reports the effect size as r2=0.42 after the p-value, while option B reports the effect size as r2=0.42 before the p-value.

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An electric circuit is a closed course that consists of all of the additives linked to finish the go with the drift of modern-day.

The circuit underneath is composed of:

A battery as a supply of direct modern-day which materials electricity within side the circuit for modern-day to go with the drift. Direct modern-day affords uni-directional modern-day. Here it has cells. Here 4 cells are linked in collection for the battery.

Two bulbs A and B linked in parallel connection. Each bulb has been parallel connected with a voltmeter.

A voltmeter measures the voltage throughout the element that it's miles linked with. It is continually linked in parallel with the additives.

Main circuit has an ammeter in collection with the battery and connection of bulb.

An ammeter measures the modern-day flowing within side the circuit. It is continually linked in collection.

Therefore, an electric circuit is a closed course that consists of all of the additives linked to finish the go with the drift of modern-day.

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Based on the provided scenario, the statement can be classified as: b. This is a nonsampling error that causes bias.

Nonsampling errors refer to errors that occur in data collection, processing, or analysis that are not related to the sampling method.

The scenario described, where individuals may not provide truthful answers due to fear of their responses being shared with law enforcement officials, introduces a bias in the collected data.

This bias occurs because the reported data does not accurately represent the true prevalence of illicit drug use in the population.

The fear of legal consequences leads to a systematic deviation from the true values, which is a form of bias.

Therefore, option b is the correct classification for this scenario.

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The actual implications of giving a bone to a subject would depend on the specific context, such as the subject's identity (human or animal), the purpose of giving the bone, and the cultural or medical considerations involved.

Assuming that a randomly selected subject is given a bone, it seems that we need to consider the context and determine the implications or consequences of this action. Without further information, it is difficult to provide a specific explanation or analysis. However, we can discuss some general possibilities and considerations related to giving a bone to a subject.

1. Medical Treatment: Giving a bone could be related to medical treatment or procedures. For example, in orthopedic medicine, bones may be used for grafting or reconstructive surgeries to repair damaged or fractured bones.

2. Nutritional Benefits: Bones, such as beef or chicken bones, can be used to make broths or stocks that are rich in nutrients like collagen, calcium, and other minerals. These bone-based products are often consumed for their potential health benefits.

3. Animal Care: Giving a bone to an animal, particularly dogs, is a common practice. Bones can serve as a form of entertainment or enrichment for pets, satisfying their chewing instincts and providing dental benefits.

4. Symbolic Meaning: In certain cultures or traditions, bones can hold symbolic meanings. They may be used in rituals, ceremonies, or artistic expressions to represent various concepts, such as strength, mortality, or spirituality.It's important to note that the above interpretations are speculative and based on general assumptions. The actual implications of giving a bone to a subject would depend on the specific context, such as the subject's identity (human or animal), the purpose of giving the bone, and the cultural or medical considerations involved.

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Answer:

the last answer

Step-by-step explanation:

Answer:

103.32

Step-by-step explanation:

May way to answer a question like this

84(1+23/100)

Lets break it down:

Step 1.     23/100=0.23

Step2.     0.23+1=1.23

Step3.      1.23 x 84=103.32

I hope this helps You

If we start at zero and move a units to the right, and then move the same number of units to the left, we will be back at 0. We can also represent this symbolically. Since a and b are the same distance from zero but are on opposite sides of zero, we know that they are opposites, so b = -a

Answer:

If we start at zero and move a units to the right, and then move the same number of units to the left, we will be back at 0. We can also represent this symbolically. Since a and b are the same distance from zero but are on opposite sides of zero, we know that they are opposites, so b = -a.

The two ships are approximately 43.62 miles apart after two-and-a-half hours.

To find how far apart the two ships are after two-and-a-half hours, we can use the concept of vector addition.

The first ship travels at a constant speed of 16 mph for 2.5 hours, covering a distance of 16 * 2.5 = 40 miles.

The second ship travels at a constant speed of 24 mph for 2.5 hours, covering a distance of 24 * 2.5 = 60 miles.

Now, we need to find the horizontal and vertical components of the distances covered by the ships.

The horizontal component of the first ship's distance is 40 * cos(115°), and the horizontal component of the second ship's distance is 60 * cos(0°).

The vertical component of the first ship's distance is 40 * sin(115°), and the vertical component of the second ship's distance is 60 * sin(0°).

By adding the horizontal components and vertical components separately, we get:

Horizontal distance = (40 * cos(115°)) + (60 * cos(0°))

Vertical distance = (40 * sin(115°)) + (60 * sin(0°))

Calculating these values, we find:

Horizontal distance ≈ -16.49 miles

Vertical distance ≈ 40.00 miles

Using the Pythagorean theorem, we can find the distance between the two ships: Distance = √((-16.49)^2 + 40^2)

Calculating the distance, we get: Distance ≈ 43.62 miles

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