What's 48 divided by 2 (9 + 3)

Answer:

y = x + 2

Step-by-step explanation:

Choose any two points from the graph

(0, 2) ;  (-2 , 0)

Slope = \(\frac{y_{2}-y_{1}}{x_{2}-x_{1}}\\\)

         \(= \frac{0-2}{-2-0}\\\\= \frac{-2}{-2}\\\\= 1\)

y - intercept = 2    

y = mx + b              {m = 1 and b = 2}

y = x + 2

The method is: Find the increase and find the ratio of the increase and the old price.

The percentage increase is 20%

A percentage is defined as the ratio that can be expressed as a fraction of 100.

The method below shows how you would calculate the % increase.

First step: Find the increase:

increase = 480 - 400 = $80

Second step: Find the ratio of the increase and the old price and multiply by 100 to express in percentage:

80/400 * 100 = 20%

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50% probability that a student chosen randomly from the class does not play a sport.

Using the probability concept, it is found that there is a 0.5 = 50% probability that a student chosen randomly from the class does not play a sport.

A probability is the number of desired outcomes divided by the number of total outcomes.

In this problem:

In total, there are 8 + 7 + 3 + 12 = 30 students.

Of this total, 3 + 12 = 15 do not play a sport.

Thus, probability = 15/30

= 1/2

= 0.5

Therefore, 50% probability that a student chosen randomly from the class does not play a sport.

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The probability that a subject would guess more than 20 correct in a series of 36 trials is 0.0001

In a series of 36 trials, if the subject is guessing randomly, then the probability of correctly guessing odd or even is 1/2.

Let X be the number of correct guesses in a series of 36 trials. X follows a binomial distribution with parameters n = 36 and p = 1/2.

The probability of guessing more than 20 correct is:

P(X > 20) = 1 - P(X ≤ 20)

Using a binomial distribution table, we can find that P(X ≤ 20) = 0.9999 (rounded to four decimal places).

Therefore: P(X > 20) = 1 - 0.9999 = 0.0001

So the probability that a subject would guess more than 20 correct in a series of 36 trials is 0.0001 (rounded to four decimal places).

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Construct such an ordered rooted tree: 1.1, 1.2.1, 1.2.2, 1.2.2.1, 1.3, 1.4, 2, 3.1, 3.2, 4.1.1.1

What is ordered root tree?

Given that:

An ordered rooted tree.

To find :Can the leaves of an ordered rooted tree have the following list of universal addresses, If so construct such an ordered rooted tree.

c) 1.1, 1.2.1, 1.2.2, 1.2.2.1, 1.3, 1.4, 2, 3.1, 3.2, 4.1.1.1

The leaves of an ordered rooted tree have the following addresses as given( claimed )

1.1, 1.2.1, 1.2.2, 1.2.2.1, 1.3, 1.4, 2, 3.1, 3.2, 4.1.1.1

we look into the leaves that contains the leaves 1.2.2 and 1.2.2.1

However, we see that 1.2.2.1 must be a child of 1.2.2 and so 1.2.2.1 can't be a leaf.

Hence , we conclude that the given list of leaves can't contain both 1.2.2 and 1.2.2.1,so the given list of leaves can't belong to an ordered rooted tree with the mentioned list of universal addresses.

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each interior angle= 168°

the number of sides the polygon has.

180- 360/n= 168

12= 360/n

n= 360/12

n= 30

therefore, the polygon has 30 sides.

the answer to your question is 30 sides

hope this helps

Answer:

Thanks

Step-by-step explanation:

Thanks

9514 1404 393

Answer:

  35 miles

Step-by-step explanation:

The relevant relation is ...

  distance = speed × time

The total distance the trolley traveled is ...

  d = (20 mi/h) × (3.5 h) = 70 mi

The distance is the same in both directions, so the trolley traveled half this distance in one direction.

The trolley traveled 35 miles in one direction.

Some of the radicals below that are like terms are; √2, 5√2, − 3√2, √32.

The like terms can be combined as 7√2.

The reason why the leftover terms are NOT like terms with the others is that the radicals lack the same root number also  radicand (expression under the root).

Radicals with the same root number AND radicand are similar radicals (expression under the root)

A number's radical and root are the same thing. A cube root, a square root, or an nth root could be the root. Therefore any number or phrase that uses a root is a radical. The word "radical" is derived from the Latin word radix, which means root. The radical can be used to explain a number's square, cube, fourth, and other forms of roots. The number that comes before the radical is known as the index number or degree.

3a. Some of the radicals that are like terms are; √2, 5√2, − 3√2, √32 and the reason why √32 is part of it is that √32 = 4√2

3b. The like terms can be combined as ;

(√2+ 5√2 − 3√2 + √32)

= (√2+ 5√2 − 3√2 + 4√2)

=7√2

3c. The reason why the leftover terms are NOT like terms with the others is that the radicals  do not have the same root number as well as  radicand (expression under the root).

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Answer:

y= 4x -15

Step-by-step explanation:

Please see attached picture for full solution.

Answer:

The first value of a relation is an input value and the second value is the output value. A function is a specific type of relation in which each input value has one and only one output value.

An input is an independent value, and the output value is the dependent value, as it depends on the value of the input.

Answer:

There are 0

Step-by-step explanation:

Absolute value is the positive distance a number is away from 0, so no value of x will make the equation true

Answer:

A 0

Step-by-step explanation:

There are no solutions. Because the absolute value always returns a positive value, there are no solutions to this equation.

If x is negative, the answer will be positive. If x is positive the answer will still be positive. No value of x will give a value of -4. So there is no solution.

Answer:

growth rate: 4

y-value: 19

equation: y=4x+19

Step-by-step explanation:

Growth Rate:
The growth rate of a linear function is constant. This means that the function will increase or decrease by the same amount for every unit increase in x.
This can be found by dividing the change in y-values by the change in x-values.

For the question:
The change in y-values is 11-7=4,

and the change in x-values is +1.

Therefore, the growth rate is 4.

\(\hrulefill\)

Initial Value: The initial value of a linear function is the value of the function when x is 0.

In this case, the initial value is 19.

This can be found by looking at the y-value of the point where x is 0.

In this case, the y-value is 19.

\(\hrulefill\)Equation: The equation of a linear function is y = mx + b, where m is the slope and b is the y-intercept.

Using the table you provided, we can find the slope by using two points on the line.

Let’s use (-3, 7) and (1, 23).

The slope is (y2-y1)/(x2-x1)=(23-7)(1-(-3)=16/4=4

Now,

Taking 1 point (-3,7) and slope 4.

we can find the equation by using formula:

y-y1=m(x-x1)

y-7=4(x+3)

y=4x+12+7

y=4x+19

Therefore, the equation of the given table is y=4x+19\(\hrulefill\)

Answer:

Growth rate:  4

Initial value:  19

Equation:  y = 4x + 19

Step-by-step explanation:

The slope of a linear function represents its growth rate.

Therefore, the growth rate of a linear function can be found using the slope formula.

Substitute two (x, y) points from the table into the slope formula, and solve for m.  Substituting points (0, 19) and (1, 23):

\(\textsf{slope}\:(m)=\dfrac{y_2-y_1}{x_2-x_1}=\dfrac{23-19}{1-0}=\dfrac{4}{1}=4\)

Therefore, the growth rate of the linear function is 4.

The initial value of a linear function refers to the y-intercept, which is the value of the y when x = 0.

From inspection of the given table, y = 19 when x = 0.

Therefore, the initial value of the linear function is 19.

To write a linear equation given the growth rate (slope) and initial value (y-intercept), we can use the slope-intercept formula, which is y = mx + b. The slope is represented by the variable m, and the y-intercept is represented by the variable b.

As the growth rate of the given linear function is 4, and the initial value is 19, substitute m = 4 and b = 19 into the slope-intercept formula to create the equation of the linear function represented by the given table:

\(\boxed{y=4x+19}\)

Answer:

1/12

Step-by-step explanation:

there is 1/2 chance of flipping heads and 1/6 chance of rolling a six

1/2*1/6=1/12

Answer: The total distance covered by the car is 331 9/16 km.

Step-by-step explanation:

We know that, speed= distance/time taken

Therefore, distance = speed x time taken

= 132 5/8 x 2 1/2

= 5/2 x 1061/8

= 5305/16

= 331 9/16 km

Therefore, total distance is 331 9/16 km.

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Answer:

$37,940

Step-by-step explanation:

1. Divide $135,500 by 25%= $33,875

2. Divide $135,500 by 3%= $4065

3. Add both quotients

$33,875 + $4065

= $37940

Melinda and her husband will need $37,940 for the down payment and closing cost.

Answer:

A=5

Step-by-step explanation:

Answer:

A=5

Step-by-step explanation:

7+3a=12+2a

-2a -2a

7+a=12

-7 -7

a=5

Answer:

The value of the 4’s is 40,000 and 4,000

Step-by-step explanation:

The 44 in 44,000 is indicating the value of the thousand (,000). Because it is a 44, it would be 44 thousand. The first 4 is the 10,000 digit, and the second 4 is the 1,000 digit. All together, it is 4 ten thousands, plus 4 thousands, making 44,000

Answer:

[2,∞)

Step-by-step explanation:

The range is the y intercept and the function starts at 2 and continues going up causing the range of the function to be [2,∞)

Answer:

82.1

Step-by-step explanation:

So the circumference of the whole circle is 46π.

A quarter of that is 11.5π.

11.5π ≈ 36.1283155163

Simplify that to 1 decimal point: 36.1

Then you add 46 to that.

36.1 + 46 = 82.1

Answer:

4x(6x + 11 ) -9 (6x + 99)

hope it is helpful to you

Answer:

340 i am pretty sure

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

B. (2, 2)

Step-by-step explanation:

(x, y)

3x = 8 - y

a) 3(3) = 8 - 1

9 = 8 - 1

9 = 7  False

b) 3(2) = 8 - 2

6 = 6  True

c) 3(8) = 8 - 0

24 = 8 False

Answer:

5 11/20

Step-by-step explanation:

1 3/4 + 3 4/5

Get a common denominator of 20

1 3/4 * 5/5   + 3  4/5 *4/4

1 15/20    + 3  16/20

4 31/20

Rewriting

4 + 20/20 + 11/ 20

4+1 + 11/20

5 11/20

Answer:

1/52

Step-by-step explanation:

Answer:

The test statistic is \(z = -2.1\)

The p-value of the test is 0.0358 > 0.01, which means that the defective rates of the two suppliers are not significant different at the 1% significance level.

Step-by-step explanation:

Before testing the hypothesis, we need to understand the central limit theorem and subtraction of normal variables.

Central Limit Theorem

The Central Limit Theorem estabilishes that, for a normally distributed random variable X, with mean \(\mu\) and standard deviation \(\sigma\), the sampling distribution of the sample means with size n can be approximated to a normal distribution with mean \(\mu\) and standard deviation \(s = \frac{\sigma}{\sqrt{n}}\).

For a skewed variable, the Central Limit Theorem can also be applied, as long as n is at least 30.

For a proportion p in a sample of size n, the sampling distribution of the sample proportion will be approximately normal with mean \(\mu = p\) and standard deviation \(s = \sqrt{\frac{p(1-p)}{n}}\)

Subtraction between normal variables:

When two normal variables are subtracted, the mean is the difference of the means, while the standard deviation is the square root of the sum of the variances.

A simple random sample of 400 parts from supplier 1 finds 20 defective.

This means that:

\(p_1 = \frac{20}{400} = 0.05, s_1 = \sqrt{\frac{0.05*0.95}{400}} = 0.0109\)

A simple random sample of 200 parts from supplier 2 finds 20 defective.

This means that:

\(p_2 = \frac{20}{200} = 0.1, s_2 = \sqrt{\frac{0.1*0.9}{200}} = 0.0212\)

Let p1 and p2 be the proportion of all parts from suppliers 1 and 2, respectively, that are defective. Test whether the defective rates of the parts from two suppliers are significant different at the 1% significance level.

At the null hypothesis, we test if they are equal, that is, if the subtraction of the proportions is 0. So

\(H_0: p_1 - p_2 = 0\)

At the alternate of the null hypothesis, we test if they are different, that is, if the subtraction of the proportions is different of 0. So

\(H_a: p_1 - p_2 \neq 0\)

The test statistic is:

\(z = \frac{X - \mu}{s}\)

In which X is the sample mean, \(\mu\) is the value tested at the null hypothesis and s is the standard error.

0 is tested at the null hypothesis:

This means that \(\mu = 0\)

From the sample proportions:

\(X = p_1 - p_2 = 0.05 - 0.1 = -0.05\)

\(s = \sqrt{s_1^2+s_2^2} = \sqrt{0.0109^2 + 0.0212^2} = 0.0238\)

Value of the test statistic:

\(z = \frac{X - \mu}{s}\)

\(z = \frac{-0.05 - 0}{0.0238}\)

\(z = -2.1\)

P-value of the test and decision:

The p-value of the test is the probability that the sample proportion differs from 0 by at least 0.05, that is, P(|z| < 2.1), which is 2 multiplied by the p-value of Z = -2.1.

Z = -2.1 has a p-value of 0.0179

2*0.0179 = 0.0358.

The p-value of the test is 0.0358 > 0.01, which means that the defective rates of the two suppliers are not significant different at the 1% significance level.

Answer:

7 6/7 tons.

Step-by-step explanation:

2 1/5 containers = 11/5 containers, written as an improper fraction. Each container holds 3 4/7 tons of sugar; this capacity is 25/7, written as an improper fraction.

The product of these two numbers is 55/7 tons, or 7 6/7 tons.

To find the units digit for a big group of numbers you have to find a pattern. For example, let's consider the following powers

If we develop some of these powers, we get that the first power has 7 units digit, the second power has 3 unit digits, the third powers has 7, the fourth powers has 3, and so on... In this case, the pattern of unit digits is 7-3-7. So, it would be enough to combine this pattern to get the units digit of the whole.