Could someone help me on this

Answer: the on to the bottom left

Step-by-step explanation: c would be right because you have a positive slope

Answer:

both the slopes and the y intercepts are the same for both of these functions because if you look at the graph you will notice that the y intercept is positive 3 just the function and to get its slope just use the formula y2-y1/x2-x1 to get the slope of also a -2 so answer is b

The coordinates of point R of the given line segment are (-3.5, -7)

We are given the coordinates;

L (-8,-10) to M (4,-2)

We are told that they are partitioned in the ratio 3 to 5.

Thus;

The coordinates of R divide directed line segment from L (-8,-10) to M (4,-2) in ratio 3:5will be :

x = [3(4) + 5(-8)]/(3 + 5)

x = -3.5

y = [3(-2) + 5(-10)]/(3 + 5)

y = -7

Thus, the coordinates of point R are (-3.5, -7)

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The correct statement about the function represented by the table will be option (D) It is linear function because the y-value increases by an equal difference over equal interval of x-values

The terms "linear function" in mathematics apply to two different but related ideas: A polynomial function of degree zero or one that has a straight line as its graph is referred to as a linear function in calculus and related fields.

Given a table on which there are two column in which one column represents x values while other column represent the y values

We have to find whether the relationship between x value and y value is linear or exponential

From given table let,

y₁ = 34; y₂ = 41; y₃ = 48; y₄ = 55

x₁ = 1; x₂ = 2; x₃ = 3; x₄ = 4

If the relationship between the x value and y value is linear then the difference between two consecutive value of x value and y value would be equal

So y₂-y₁ = y₄-y₃ and x₂-x₁ = x₄-x₃

Putting the value we get difference of y value 7 and x value as 1 since it is same we can say that the relation ship between x value and y value is linear

Hence the correct statement about the function represented by the table will be option (D) It is linear function because the y-value increases by an equal difference over equal interval of x-values

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Answer:

this answer is of 2nd question

Step-by-step explanation:

since it is an isosceles triangle

3y-1=y+11

3y-1=y+113y-y=11+1

2y=12

y=6

now putting the value of y in 3y-1,y+11,4y-9

we get,

3y-1=3*6-1=17

y+11=6+11=17

4y-9=4*6-9=15

The complete question is

" Work out the surface area of this cylinder if the diameter of the cylinder is 8 cm and height is 16.8 cm."

The surface area of the cylinder of diameter 8 cm and height 16.8 cm would be 547.616 cm sq.

The surface area of the cylinder of the radius of the base r and the height h,

A = 2πr ( r + h)

We have been given as

diameter = 8 cm

Height = 16.8cm

The radius = 8/2 = 4cm

The surface area of the cylinder

A = 2πr ( r + h)

A = 2 x 3.14 x 4 ( 4 + 16.8)

A = 25.12 (21.8)

A = 547.616 cm sq.

Hence, The surface area of the cylinder of diameter 8 cm and height 16.8 cm would be 547.616 cm sq.

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Answer:

108 1/3 hours

Step-by-step explanation:

There are 60 minutes in 1 hours.

40 words/minute × 60 = 2400 words/hour

2.6 × 10^5 / 2400 = 108.3333... = 108 1/3

Answer 108 1/3 hours

Answer:

your answer is 9 large binders

Step-by-step explanation:

a probability is always

desired cases / total possible cases.

there is the theoretical probability in such cases, where we simply assume that all sides of such a die (or solid) truly have the same probability.

and then we have experimental probability, where we use only the actual data we got in the experiments to calculate the probability of that particular die (with all its actual internal imperfections) to roll certain results.

so, in our experiments how many total cases do we have ?

200.

how many desired cases (a number greater than 10, that means 11 or 12 as result) do we have ?

well, the sum of all appearances of 11s and 12s :

16 + 18 = 34

that means our experimental probability to get a number greater than 10 is

34/200 = 17/100 = 0.17

FYI

while the theoretical probability with an ideal die is

total cases : 12 (1 .. 12)

desired cases : 2 (11, 12)

the probability is

2/12 = 1/6 = 0.166666666...

it is actually a tiny little bit lower than what we observed in the experiments.

Answer:

5.04 seconds

Step-by-step explanation:

According to the graph :

Observe the end points on x axis of the parabola

They are

Time is x axis

So total time

Answer:

h(x) = 1/4 x

Step-by-step explanation:

h(x) = x + 4, h(x) = x – 4, h(x) = 3/4 x, h(x) = 1/4 x. Summary: The equation which represents the inverse of the function f(x) = 4x is h(x) = 1/4 x.

Answer:

I used A and got 0.4 and she needs 52200

Step-by-step explanation:

The equation of the function is f(x) = -5x + 10

The points are given as:

x-intercept at (2,0) and a y-intercept at (0,10)

A linear function is represented as:

y = mx + b

Where b is the y-intercept.

The y-intercept at (0,10) means that:

b = 10

So, we have:

y = mx + 10

The x-intercept at (2,0) means that:

x = 2, when y = 0

Substitute these values in y = mx + 10

0 = 2m + 10

Subtract 10 from both sides

2m = -10

Divide both sides by 2

m = -5

Substitute m = -5 in y = mx + 10

y = -5x + 10

Hence, the equation of the function is y = -5x + 10

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A function, f, with an x-intercept at (2,0) and a y-intercept at (0, 10) has an equation y = -5x + 10

The equation of a line in slope intercept form is expressed as y =x +b

where

Given a function, f, has an x-intercept at (2,0) and a y-intercept at (0, 10), the slope is expressed as:

Slope = 10/-2
Slope = -5

Substitute m = -5 and b = 10 into the formula to have y = -5x + 10

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610

Step-by-step explanation:

Answer:

[tex]y = \frac{2}{3}x -6[/tex]

Step-by-step explanation:

I'm just gonna assume you want the equation of the line

Standard slope-intercept form is [tex]y=mx+b[/tex] with [tex]m[/tex] being the slope [tex]\frac{rise}{run}[/tex] (aka [tex]\frac{y_1 - y_2}{x_1 - x_2}[/tex]) and [tex]b[/tex] being the y-intercept (the point where the line crosses the y-axis)

First we will find the slope using the 2 points on the line.

[tex]\frac{-2 - (-4)}{6-3} = \frac{2}{3}[/tex]

This means our slope ([tex]m[/tex]) is [tex]\frac{2}{3}[/tex].

Next we can find our y-intercept. The line crosses the y-axis at [tex](0, -6)[/tex] meaning the y-intercept ([tex]b[/tex]) is -6.

Finally we can plug in our values and find the equation of the line.

[tex]y = \frac{2}{3}x -6[/tex]

That might be the answer (i don't know the question)

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Based on the tables given and the functions represented, the two functions that are inverses of each other are Tables 3 and 4.

When two functions are said to be inverses of each other, it means that the value of x is one is the corresponding value of y in the other function.

For instance, when the point is (5, 16) in one function, the other function's point would be (16,5).

The functions that are inverses are therefore Tables 3 and 4 as shown attached.

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Answer:

112

Step-by-step explanation:

▪︎ Volume of pyramid = (1/3) * base area * height

▪︎ Base area = 8 * 7

▪︎ Height = 6

▪︎ Volume = 8 * 7 * 6 / 3 = 112

Answer:

The value of x is 5x that the value of X in my oppion.

Step-by-step explanation:

The probability a randomly selected student eats breakfast is 0.58.

The probability a randomly selected student is a middle schooler is 0.60.

The probability a randomly selected student is either a high schooler OR eats breakfast is 0.98.

The probability a randomly selected student is a high schooler AND eats breakfast is 0.23.

The probability a randomly selected student is a high schooler, given that they eat breakfast is 0.33.

The probability a randomly selected student eats breakfast given the student is a high schooler is 0.23.

The probability a randomly selected student eats breakfast = number of students that eat breakfast / total number of students

52 / (52 + 38) =  0.58.

The probability a randomly selected student is a middle schooler = total number of middle schoolers / total number of students = (40 + 14) / 90 =  0.60.

The probability a randomly selected student is either a high schooler OR eats breakfast = (total number of high schoolers / total number of students) + (number of students that eat breakfast / total number of students) = 36 / 90 + 52 / 90 =  0.98.

The probability a randomly selected student is a high schooler AND eats breakfast = (total number of high schoolers / total number of students) x (number of students that eat breakfast / total number of students) = 36 / 90 x 52 / 90 =  0.23.

The probability a randomly selected student is a high schooler, given that they eat breakfast = high schooler that eats breakfast / total number of students that eat breakfast

12 / 52 =  0.33.

The probability a randomly selected student eats breakfast given the student is a high schooler = high schooler that eats breakfast / total number of high schoolers = 12 / 36 = 0.23.

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Answer:

  B: 610; A: 202,000

  D: 253; C: 2,007,000

Step-by-step explanation:

These are all expressions that can be calculated as is, or that can be simplified a little bit by taking advantage of the distributive property and other properties of addition and multiplication. The idea is to look for numbers that show up more than once, and rearrange the expression so they only show up once.

__

This is a straight addition problem. The two "176" values have opposite signs, so cancel when they are added. Using the associative and commutative properties of addition, we can rearrange this to ...

   597 +13 +(-176 +176)

  = 597 +13

This can further be rearranged to ...

  = (597 +3) +(13 -3)

  = 600 +10

  = 610

__

The factor 2020 can be put outside parentheses using the distributive property:

  = 2020(173 -73)

  = 2020×100

  = 202,000

__

The value 15 is repeated. Terms using it can be combined using the distributive property.

  = 15(17 -1) +13

  = 15(16) +13

  = 240 +13

  = 253

Another way to look at this one is to use the factoring of the difference of squares.

  = (16 +1)(16 -1) +(-15 +13)

  = 16² -1² +(-2)

  = 256 -3

  = 253

__

Again, we can focus on rearranging so 2019 only needs to show up once.

  = 2019(890 +110) -12000

  = 2019×1000 -12×1000

  = (2019 -12)×1000

  = 2,007,000

Answer:

Board 1 = 1.2m

Board 2 = 2.4m

Board 3 = 3.6m

Step-by-step explanation:

Board 1 = x

Board 2 = 2x

Board 3 = 3x
x + 2x + 3x = 6x

7.2 /6 = 1.2

Board 1 = 1.2

Board 2 = 2 (1.2) = 2.4

Board 3 = 3 (1.2) = 3.6

Answer:

width is 30-22 = 8 feet

George would need 76 feet of fencing for the dog run

Step-by-step explanation:

30 x (30-x) = 240

30-x = 8

-x = -22

x = 22

Therefore width is 30-22 = 8 feet

8+8+30+30 = 76

Thus, George would need 76 feet of fencing for the dog run

For the system of equations, we need to plot a straight line passing through the intercepts.

Inequalities are equations separated by an equal sign. Given the following system of inequality

3y >2x + 12

2x + y ≤ -5

For the system of equations, we need to plot a straight line passing through the intercepts.

For the inequality 3y >2x + 12, the upper part of the graph will be shaded and the line dashed.

For the inequality 3y >2x + 12, the lower part of the graph will be shaded and the line solid.

The graph of the system of equations is graphed below

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Total distance around a shape

Answer:

Its option C

As,

x+8=3x

8= 3x-x

8=2x

8/2=x

4=x

#x=4

Answer:

453.592 grams or 454 grams if you round up

Answer:

1 pound = 454 grams

Step-by-step explanation:

Multiply 454 into the value.

Based on the fact that there is power outage, it  is important to leave the freezer and refrigerator doors closed as when it is open, it may lead to heating off fast.

This is known to be when there is no electrical power due to unforeseen reasons.

Based on the fact that there is power outage, it  is important to leave the freezer and refrigerator doors closed as when it is open, it may lead to heating off fast and thus things on it may get bad easily. The right thing to do is to leave it closed.

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The compositions R090 °ry and ry ° R090 are not equivalent

The compositions are given as:

R090 °ry and ry ° R090

The transformation R090 °ry means a rotation of 90 degrees followed by a reflection across the y-axis

i.e.

(x, y) => (y, -x) => (-y, -x)

The transformation ry ° R090 means a reflection across the y-axis followed by a rotation of 90 degrees

(x, y) => (-x,y) => (y,x)

See that the end results of both transformations are not the same

Hence, the compositions R090 °ry and ry ° R090 are not the same

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