What step is needed to solve this equation: -2 + x = 7?

The histograms typically are used to display continuous measures.

There are different types of charts: histogram, line chart, pie chart, and others.

The histogram is a type of chart used as a tool that provides a way to assess the distribution of data. From this type of chart, a set of data are previously tabulated and divided into classes. In the other words, the histogram is applied to summarize discrete or continuous measures, so it becomes more easily the understand the used data. There are many websites and software that allow the plot of this type of chart.

From the explanation, it is possible to identify the histograms typically are used to display continuous measures.

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The solution to the initial value problem is y = -(4/3)x3 + (4/2)x2 + c

To solve this initial value problem, use the following steps:

Separate the variables:
y' = (x y - 4)2

Integrate with respect to x:
y' dx = (x y - 4)2 dx

Solve the integral:
y' dx =  (x3 y/3 - 4x2/2) + C

Substitute the initial value y(0) = 0 and solve for C:
0 =  (x3 y/3 - 4x2/2) + C
C = -4/2

Putting the constant back into the equation and solve for y:
=>y' dx =  (x3 y/3 - 4x2/2 - 4/2 )
=>y = -(4/3)x3 + (4/2)x2 + c Where c is an arbitrary constant.

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The term "income" refers to the money that an individual earns or receives in exchange for their work or services.

In this case, the panhandler is making $15 to $20 per day on the streets, which can be considered his income. The terms "prestige," "status," and "wealth" are not relevant in this context.
                                             A panhandler who makes $15 to $20 per day on the streets and you want to know whether this is his A) wealth, B) income, C) status, or D) prestige.

The answer is B) income. The money a panhandler makes per day can be considered his daily income.

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Research has shown that competent communicators achieve effectiveness by adjusting their behaviors to the person and situation (option e).

Effective communication involves being adaptable and responsive to the specific context, individual preferences, and the needs of the situation.

Competent communicators recognize that different people have different communication styles, preferences, and expectations. They understand the importance of tailoring their communication approach to effectively connect and engage with others.

This may involve using appropriate language, tone, non-verbal cues, and listening actively to understand the needs and perspectives of others.

By adapting their behaviors, competent communicators can build rapport, foster understanding, and promote effective communication exchanges. They are mindful of the social and cultural dynamics at play, and they strive to communicate in a way that is respectful, inclusive, and conducive to achieving mutual goals.

In summary, competent communicators understand that effective communication is not a one-size-fits-all approach. They adjust their behaviors to the person and situation, demonstrating flexibility and adaptability in order to enhance communication effectiveness.

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Competent communicators achieve effectiveness mostly by adjusting their behaviors to suit the person they are communicating with and the situation they find themselves in. While other factors, like having a broad vocabulary or giving feedback, play a part in effective communication, the former is considered the most crucial.

Research suggests that competent communicators achieve effectiveness mostly through adjusting their behaviors depending on the person they are communicating with and the situation they are in. This is option e. of your question. Communicating effectively involves behaviors like active listening, understanding the other person's point of view, being able to express thoughts and ideas clearly, and being polite and respectful. While a broad vocabulary (option b.) can be useful, it is not as crucial as adapting your behavior to fit the situation. Moreover, giving feedback (option d.) is a part of effective communication but not the sole defining factor. Apologizing when offending others (option c.) is also important but it doesn't necessarily make one a competent communicator. Using the same type of behavior in various situations (option a.) might not always work, as different situations and individuals require different communication styles.

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Answer:

6x - 6

Step-by-step explanation:

(2x + 6) + (4x - 12) ← remove parenthesis

= 2x + 6 + 4x - 12 ← collect like terms

= (2x + 4x) + (6 - 12)

= 6x + (- 6)

= 6x - 6

The results of the expressions involving logarithms are listed below:

Case 1: 1 / 2

Case 2:

Subcase a: 0

Subcase b: 11 / 2

Subcase c: - 11 / 2

In this problem we have a case of an expression involving logarithms that must be simplified and three cases of expressions involving logarithms that must be evaluated. Each case can be solved by means of the following logarithm properties:

㏒ₐ (b · c) = ㏒ₐ b + ㏒ₐ c

㏒ₐ (b / c) = ㏒ₐ b - ㏒ₐ c

㏒ₐ cᵇ = b · ㏒ₐ c

Now we proceed to determine the result of each case:

Case 1

㏒ ∛8 / ㏒ 4

(1 / 3) · ㏒ 8 / ㏒ 2²

(1 / 3) · ㏒ 2³ / (2 · ㏒ 2)

㏒ 2 / (2 · ㏒ 2)

1 / 2

Case 2:

Subcase a

㏒ [b / (100 · a · c)]

㏒ b - ㏒ (100 · a · c)

㏒ b - ㏒ 100 - ㏒ a - ㏒ c

3 - 2 - 2 + 1

0

Subcase b

㏒√[(a³ · b) / c²]

(1 / 2) · ㏒ [(a³ · b) / c²]

(1 / 2) · ㏒ (a³ · b) - (1 / 2) · ㏒ c²

(1 / 2) · ㏒ a³ + (1 / 2) · ㏒ b - ㏒ c

(3 / 2) · ㏒ a + (1 / 2) · ㏒ b - ㏒ c

(3 / 2) · 2 + (1 / 2) · 3 + 1

3 + 3 / 2 + 1

11 / 2

Subcase c

㏒ [(2 · a · √b) / (5 · c)]⁻¹

- ㏒ [(2 · a · √b) / (5 · c)]

- ㏒ (2 · a · √b) + ㏒ (5 · c)

- ㏒ 2 - ㏒ a - ㏒ √b + ㏒ 5 + ㏒ c

- ㏒ (2 · 5) - ㏒ a - (1 / 2) · ㏒ b + ㏒ c

- ㏒ 10 - ㏒ a - (1 / 2) · ㏒ b + ㏒ c

- 1 - 2 - (1 / 2) · 3 - 1

- 4 - 3 / 2

- 11 / 2

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Answer:

17 and 19

Step-by-step explanation:

Answer:

The mean weight of an adult is 66 kilograms with a variance of 144. If 123 adults are randomly selected, the sample mean would follow a normal distribution with a mean of 66 kilograms and a standard deviation of sqrt(144/123) = 3/sqrt(123) kilograms.

We can standardize the sample mean to find the probability that it would be greater than 66.7 kilograms. The standardized value for 66.7 is (66.7 - 66) / (3/sqrt(123)) = 2.3094.

Using a standard normal distribution table, we find that the probability of a standard normal variable being greater than 2.3094 is approximately 0.0104.

Therefore, the probability that the sample mean would be greater than 66.7 kilograms is approximately 0.0104, rounded to four decimal places.

Step-by-step explanation:

Kendra will need to borrow the total cost of the remaining items minus her $10.00 bill: the difference C - $10.00 to complete the payment.

To determine how much Kendra needs to borrow from one of her friends, we need to find the total cost of the remaining items she ordered. Let's assume the total cost of the remaining items is represented by "C" dollars.

Since Kendra has a $10.00 bill, she can pay $10.00 upfront. To cover the remaining cost of the items, she will need to borrow the difference between the total cost and her available money. Mathematically, this can be represented as:

Amount to borrow = Total cost - $10.00

Amount to borrow = C - $10.00

By knowing the value of "C," we can calculate the exact amount she needs to borrow to pay for the remaining items. The value of "C" will depend on the prices of the items she ordered. If the total cost C is less than $10.00, she won't need to borrow anything as her $10.00 bill will be sufficient to cover the cost.

Otherwise, if the total cost C is greater than $10.00, she will need to borrow the difference C - $10.00 to complete the payment.

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Answer:

La fracción de la propina que todavía le queda a Pedrito es:

Step-by-step explanation:

Para obtener la respuesta, se debe realizar una resta de fracciones, en este caso la haremos de solo dos fracciones por ocasión para que quede muy bien entendido. La totalidad de la propina de Pedrito corresponde a una unidad (es decir 1 entero), por lo tanto, a ese número le restaremos lo que gastó en golosinas, lo cual es una cuarta parte o 1/4:

Una vez Pedrito ha gastado una cuarta parte en golosinas, aún le quedan tres cuartas partes o 3/4, ahora a ese número le restaremos las dos quintas partes o 2/5 que gastó en juegos:

Una vez gastadas dos quintas partes en juegos aún le quedan siete veinteavos o 7/20, por último, a este número le restaremos la octava parte o 1/8 que le regaló a su hermano menor:

Por lo tanto, al final de sus gastos y obsequios, a Pedrito le quedan 9/40 o nueve cuarentavos de su propina.

Discrete random variables take on a countable number of distinct values. Therefore, the random variables that are discrete from the given set are:

The number of people riding on a bus: This is a discrete random variable as it can only take on integer values. The number of people on the bus can be 0, 1, 2, 3, and so on, but cannot take on fractional or continuous values.

The number of concert tickets sold: This is also a discrete random variable as the number of tickets sold can only take on integer values. The number of tickets sold can be 0, 1, 2, 3, and so on, but cannot take on fractional or continuous values.

The life span of a parakeet: This is a continuous random variable, as the life span of a parakeet can take on any value within a range of possible values, such as 2.5 years, 3.2 years, or 4.8 years.

The height of a person from a class of eight: This is a continuous random variable, as height can take on any value within a range of possible values, such as 5'7.5", 5'10", or 6'2".

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The probability that the alleged father was not the father is: 0.024, or 2.4% and The probability that the alleged father could be the father is: 0.953, or 95.3%.

To calculate the probability that the alleged father was not the father, we first need to calculate the z-score for a pregnancy length of 240 days and for a pregnancy length of 306 days. The z-score formula is:

where x is the pregnancy length, mu is the mean pregnancy length, and sigma is the standard deviation of pregnancy length.

For a pregnancy length of 240 days, the z-score is:

For a pregnancy length of 306 days, the z-score is:

To calculate the probability that the alleged father was not the father, we need to find the area under the normal distribution curve to the left of the z-score for a pregnancy length of 240 days and to the right of the z-score for a pregnancy length of 306 days, and then add these probabilities together. Using a standard normal distribution table or calculator, we find that the probability to the left of z = -3.08 is approximately 0.001, and the probability to the right of z = 2.00 is approximately 0.023. Therefore, the probability that the alleged father was not the father is:

To calculate the probability that the alleged father could be the father, we need to find the area under the normal distribution curve between the z-scores for a pregnancy length of 240 days and a pregnancy length of 306 days. Using a standard normal distribution table or calculator, we find that the probability between z = -3.08 and z = 2.00 is approximately 0.953. Therefore, the probability that the alleged father could be the father is:

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a) To calculate the student's overall average for the class, we need to apply the concept of weighted mean. The midterm and final exams are worth 40% each, and homework is worth 20% of the final grade.

First, we need to determine the weighted scores for each component.

Weighted midterm score = Midterm score * Weight of midterm

                     = 85.8 * 0.4

                     = 34.32

Weighted homework score = Homework score * Weight of homework

                      = 93.5 * 0.2

                      = 18.7

Weighted final exam score = Final exam score * Weight of final exam

                        = 65.2 * 0.4

                        = 26.08

Next, we calculate the sum of the weighted scores:

Sum of weighted scores = Weighted midterm score + Weighted homework score + Weighted final exam score

                     = 34.32 + 18.7 + 26.08

                     = 79.1

Finally, we divide the sum of the weighted scores by the total weight:

Overall average = Sum of weighted scores / Total weight

              = 79.1 / (0.4 + 0.4 + 0.2)

              = 79.1 / 1

              = 79.1

Therefore, the student's overall average for the class is 79.1 on a 100-point scale.

b) The student's overall average is 79.1, and it falls within the range of 70-79, which corresponds to a letter grade of C.

Answer:

x = 7

Step-by-step explanation:

since 2 sides are congruent, then the triangle is isosceles with base angles being congruent , both (9x - 25)

the sum of the 3 angles in the triangle = 180° , that is

9x - 25 + 9x - 25 + 104 = 180

18x + 54 = 180 ( subtract 54 from both sides )

18x = 126 ( divide both sides by 18 )

x = 7

The number of polynomials that can be formed with -2 and 5 as zeroes are more than 1.

What is a polynomial?

A polynomial is a mathematical statement made up of coefficients and indeterminates that uses only the operations addition, subtraction, multiplication, and powers of positive integers of the variables.x² -3x - 7 is an illustration of a polynomial with a single indeterminate x.

Given that the zeros of a polynomial are -2 and 5.

The polynomial that has a and b as zeors is p(x) = k[x² + (a+b)x + ab].

where k is a real number.

The polynomial that has -2 and 5 zeros is

p(x) = k[x² + (-2 + 5)x + (-2)×5]

p(x) = k[x² + 3x - 10]

Where k is a real number.

The number of real numbers is infinity.

The number of polynomials is infinity.

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A scientific theory is a validated explanation of some aspect of the natural world, based on multiple facts that have been frequently verified through research and experimentation. Fact theories are not "guesses" but reliable accounts of the real world.

To draw a vector starting at black dot 3, consider its location and orientation, consider vector V 2v→2, draw a vector in the same direction as V 2v→2, and double-check accuracy and grading criteria.

To draw the vector starting at the black dot 3, you need to consider the location and orientation. The exact length of the vector will not be graded, but the length relative to vector V 2v→2 will be graded.

Here's how you can draw the vector:

1. Start by locating the black dot 3 on your coordinate plane.
2. Determine the direction and orientation of the vector based on the given information.
3. Consider vector V 2v→2 and its length.
4. Draw a vector starting at black dot 3 that is in the same direction as V 2v→2. Remember, the length of this vector is not important, but its relative length compared to V 2v→2 is graded.
5. Make sure the vector starts at black dot 3 and points in the same direction as V 2v→2.

Remember to double-check your work and ensure that the vector is accurate and meets the grading criteria.

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The result of the formula "20 - 4.65" is 15.35, which corresponds to the amount of change the customer gets.

Expressions are separated by mathematical sign i.e positive or negative.

The expression "20 - 4.65" represents the amount of change a customer would receive after ordering from the menu board.

The first part of the expression, "20", represents the amount of money the customer paid for their order. This is the total cost of the items they purchased from the menu board.

The second part of the expression, "4.65", represents the amount of money that the customer spent on their order. This is the subtotal of the items they purchased before tax and any other fees that may be added to the bill.

To calculate the change the customer receives, you subtract the amount the customer spent from the amount they paid. So in this case, the expression "20 - 4.65" gives us the answer of 15.35, which represents the amount of change the customer receives.

As for what the customer ordered, we cannot know for sure based on this expression alone. It's possible that the customer ordered a single item that cost exactly $4.65, or they may have ordered multiple items that added up to that subtotal. Without more information about the menu board and the prices of the items, it's impossible to determine exactly what the customer ordered.

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It takes Ms. Haas 3n + 8 minutes to complete one lap more than Mr. Wilkerson, where n is a whole number.

What is the equivalent expression?

Equivalent expressions are expressions that perform the same function despite their appearance. If two algebraic expressions are equivalent, they have the same value when we use the same variable value.

We know that the difference in the time taken by Ms. Haas and Mr. Wilkerson to complete one lap is 5 - 8 = -3 minutes. This means that Mr. Wilkerson is slower and takes more time to complete one lap than Ms. Haas.

Let's assume that Ms. Haas and Mr. Wilkerson start together at the starting point. When Ms. Haas completes one lap, she is one lap ahead of Mr. Wilkerson.

Let's find out the time it takes for Ms. Haas to complete one lap and Mr. Wilkerson to complete (n + 1) laps, where n is the number of laps Mr. Wilkerson completes before Ms. Haas completes one lap.

Ms. Haas takes 5 minutes to complete one lap. Therefore, she takes 5n minutes to complete n laps.

Mr. Wilkerson takes 8 minutes to complete one lap. Therefore, he takes 8(n + 1) minutes to complete (n + 1) laps.

We want to find the value of n for which Ms. Haas is exactly one lap ahead of Mr. Wilkerson. This means that the distance covered by Ms. Haas should be one lap more than the distance covered by Mr. Wilkerson.

The distance covered by Ms. Haas in n laps is n laps.

The distance covered by Mr. Wilkerson in (n + 1) laps is (n + 1) laps.

Equating the two distances, we get:

n = n + 1 - 1

n = n

This means that the value of n can be anything. Therefore, Ms. Haas will be exactly one lap ahead of Mr. Wilkerson after any whole number of laps.

Let's find out how much time it takes for Ms. Haas to complete one lap more than Mr. Wilkerson.

When Ms. Haas completes one lap, Mr. Wilkerson completes (n + 1) laps.

The time taken by Ms. Haas to complete one lap is 5 minutes.

The time taken by Mr. Wilkerson to complete (n + 1) laps is 8(n + 1) minutes.

We want to find the value of n for which Ms. Haas completes one lap more than Mr. Wilkerson. This means that the time taken by Ms. Haas should be 8(n + 1) + 5 minutes.

8(n + 1) + 5 = 5(n + 1) + t

8n + 13 = 5n + 5 + t

3n + 8 = t

Therefore, it takes Ms. Haas 3n + 8 minutes to complete one lap more than Mr. Wilkerson, where n is a whole number.

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Answer:

Step-by-step explanation:

Answer:

\(\textsf{AB}=(3x+20)+(10-2x)+(4x+18)+5(7-x)\)

\(\sf AB=83\)

Step-by-step explanation:

From the given diagram, we can see that the distance from A to B is the sum of the line segments AC, CD, DE and EB.

Therefore, to find an expression for the distance from A to B in terms of x, sum the expressions given for each line segment.

\(\begin{aligned}\sf AB &= \sf AC + CD + DE + EB\\\sf AB&=(3x+20)+(10-2x)+(4x+18)+5(7-x)\end{aligned}\)

To simplify, expand the expression for line segment EB:

\(\textsf{AB}=3x+20+10-2x+4x+18+35-5x\)

Collect like terms:

\(\textsf{AB}=3x+4x-2x-5x+20+10+18+35\)

Combine like terms:

\(\textsf{AB}=3x+4x-2x-5x+20+10+18+35\)

\(\textsf{AB}=7x-2x-5x+20+10+18+35\)

\(\textsf{AB}=5x-5x+20+10+18+35\)

\(\textsf{AB}=20+10+18+35\)

\(\textsf{AB}=30+18+35\)

\(\textsf{AB}=48+35\)

\(\textsf{AB}=83\)

Therefore, the distance from A to B is 83 units.

Step-by-step explanation:

by SAS since line BD is a perpendicular bisector

Answer:

Pythagoream theorem is being used

As the level of significance increases, the probability of making a type II error decreases.

What is probability?

Probability is a measure of the likelihood or chance of an event occurring. It is a number between 0 and 1, with 0 representing an impossible event and 1 representing a certain event. The probability of an event is calculated by dividing the number of ways the event can occur by the total number of possible outcomes.

If the level of significance of a hypothesis test is raised from 0.05 to 0.1, the probability of a type II error will decrease.

Type II error occurs when we fail to reject a null hypothesis that is actually false. It is the probability of accepting a false null hypothesis. By increasing the level of significance, we are making it easier to reject the null hypothesis, which in turn decreases the probability of accepting a false null hypothesis.

Hence, as the level of significance increases, the probability of making a type II error decreases.

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The union of the two sets is {4, 6, 7, 8, 9}. It contains all the unique elements from both sets, without any duplicates.

The union of two sets is the combination of all unique elements from both sets. In this case, we need to find the union of the sets {6, 7, 8, 9} and {4, 8, 9}.

To determine the union, we combine the elements from both sets while excluding any duplicates.

Starting with the first set, {6, 7, 8, 9}, we include all the elements as they are unique.

Moving on to the second set, {4, 8, 9}, we include the elements 4, 8, and 9. However, we skip the element 8 since it is already included from the first set.

Therefore, the union of the two sets is {4, 6, 7, 8, 9}. It contains all the unique elements from both sets, without any duplicates.

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Answer:

y = 5/4x

Step-by-step explanation:

To find the equation of the line, we'll have to find the slope only, since we already know that the equation is proportional and therefore has no y-intercept that we need to worry about.

So, to begin, we'll have to make a slope triangle using two of the points on the line - the points I chose are (0, 0) and (4, 5). Then, I drew a slope triangle - the change in y was 5, and the change in x was 4. To find the slope, we divide the change in y by the change in x, giving us a slope of 5/4. Because of this, our equation must be y = 5/4x.

Hopefully this is helpful! You can refer to the picture I attached if you would like to see how my slope triangle looks. :)

Answer:

Step-by-step explanation:

y = 15

x = 12

The y intercept is zero so the slope is simply

m = y /x

m = 15/12

m = 5/4

The equation is

y = 5/4

2

Answer:

x = 9

Step-by-step explanation:

8.88 = 4.44 (x-7)

8.88 = 4.44x - 31.08

39.96 = 4.44x

x = 9

Answer:

x = 9

Step-by-step explanation:

\(8.88 = 4.44 (x-7)\)

Divide both sides by 4.44.

\(2 = x-7\)

Add 7 to each side and switch sides.

\(9 = x\\x = 9\)

Answer:

20

Step-by-step explanation:

Answer :- Constant term

In p(x) = x - 12, 1 is the coefficient of x and -12 is the constant term.

Answer: (0,-1)

Step-by-step explanation:

Let's start with the first inequality, \(y < -x^{2}+x\). To check which points satisfy this inequality, we can substitute the x- and y-coordinates and see if they satisfy the inequality.

Once again, we can repeat this for the second inequality (but this time, we only need to check the points that satisfy the first inequality).

Therefore, the answer is (A) (0, -1).