if 9<15mx-8<27, where m is a positive constant, what is the possible range of values of 8/3 -5mx?

Answer:

Step-by-step explanation:

A = Find the correlation between these numbers by using a computer or a statistical calculator.

R= (0.996)

C = Suppose each house contained exactly twice the number of​ people, but the weight of the trash was the same. What happens to the correlation when numbers are multiplied by a​ constant?

(The correlation is

(0.996). The correlation coefficient remains the same when the numbers are multiplied by a positive constant.

Step-by-step explanation:

(a) How would you characterize the relationship between the hours spent on homework and the test scores? Explain

For this case what we see is that we have a scatter diagram, which we can model using a linear trend defining the following variables:

x: number of hours studied.

y: test scores.

The linear relationship would be of the form:

y = mx + b

(b) Paul uses the function y = 8x + 40 to model the situation. What score does the model predict for 3 h of homework?

y = 8x + 40

For three hours of study we have that the note would be approximate:

y = 8 * (3) + 40

y = 64

(c) What does the number 40 in Part (b) mean in the context of the situation?

The number 40 means that if you do not devote any study time, then you expect the test score to be 40.

Answer:

All of the examples define relations between a domain and range.

Such a relation will be a function if and only if each value in the domain corresponds to at most one value in the range.

In the first example, the value

−

1

in the domain is associated with two values in the range, namely

−

5

and

1

.

In the second example, the value

−

1

in the domain is associated with two values in the range, namely

7

and

1

.

In the third example, the value

3

in the domain is associated with two values in the range, namely

2

and

4

.

In the fourth example, each of the values in the domain is associated with one value in the range, so this describes a function. Note however that the values

−

4

and

−

7

are both mapped to

5

. So the function described is not one to one and consequently its inverse is not a function.

Answer: 120

Step-by-step explanation:

Let the number = x.

Setting up the equation, we get

x+0.3*x = 156

1.3x = 156

x = 120

Answer:

120

Step-by-step explanation:

x= the number

x+0.3*x = 156

1.3x = 156

x = 120

hope this helps

The single amount on April 1, 2012 that is equivalent to a series of equal, semiannual cash flows of $5200 is; $57,023.2

We are given;

Semi annual cash Flow; A_sa = $5200

Interest rate; r = 6%

From April 1, 2012 to January 1 2019 is 6.75 years

Thus; Period; T = 6.75 years

Cash flows is semi annual. Thus; t_a = 1/2

Thus; n_sa = 6.75 * 2

n_sa = 13.5

i_sa = 6% * 1/4 = 1.5%

Thus;

Single amount = 5200 * (P/A, 1.5%, 13.5)

From compound interest tables, P/A at n = 13.5 and at i = 3% by interpolation gives 10.966. Thus;

Single amount = 5200 * 12.137

Single amount = $63,112.4

Read more about compound interest factor at; https://brainly.com/question/3575751

Answer:

unlikely bcz it didn't reach the half of rate (10)

Answer:

f=-14.4

Step-by-step explanation:

[tex]14- 2.5f = 50\\\\14-50=2.5f\\\\-36=2.5f\\\\f=\frac{-36}{2.5}\\\\f=-14.4[/tex]

Hi!

14-2.5f=50

Move 14 to the right, using the opposite operation:

-2.5f=50-14

-2.5f=36

Divide both sides by -2.5 to isolate f:

f=-14.4

Hope it helps!

Have a Great Day!

~Content Teen

[tex]\bf{-MistySparkles^**^*[/tex]

Answer:

d

Step-by-step explanation:

tan 60 = x/9. the vertical line bisects the base

x = 9√3

sin60 = x/y

√3/2 = 9√3/y

y = 18

Answer:

The answer is 6

Step-by-step explanation:

I got if from k12 after taking the test!

Answer:

6 tubes

Step-by-step explanation:

Answer:-m or m+3

Step-by-step explanation:

[tex]x^{2} -3x -(m^{2}+3m) =0\\\\x^{2} -3x -m^{2} -3m=0\\[/tex]

[tex]x^{2} -m^{2} -3x - 3m=0[/tex]

Applying difference of two squares

⇒([tex]x^{2} -m^{2}[/tex])=(x+m)(x-m)

Substituting this for ([tex]x^{2} -m^{2}[/tex])

Factorising -3x-3m=-3(x+m)

(x+m)(x-m)-3(x+m)=0

since we have double (x+m),we'll pick one

⇒(x+m)=0

or (x-m-3)=0

⇒x=-m or x= m+3

Answer:

[tex]- 5 {x}^{2} + 12x - 4[/tex]

Step-by-step explanation:

[tex]4 {x}^{2} - (3x - 2)^{2} \\ \\ = 4 {x}^{2} - [ {(3x)}^{2} - 2(3x)(2) + {(2)}^{2} ]\\ \\ = 4 {x}^{2} - [ 9 {x}^{2} - 12x + 4]\\ \\ = 4 {x}^{2} - 9 {x}^{2} + 12x - 4\\ \\ = - 5 {x}^{2} + 12x - 4[/tex]

Answer:

-5x² + 12x - 4

Step-by-step explanation:

4x² - (3x - 2)²

4x² - (3x - 2) * (3x - 2)

4x² - (9x² - 6x - 6x + 4)

4x² -1 (9x² - 6x - 6x + 4)

(4x² - 9x²) + (6x + 6x) - 4

-5x² + 12x - 4

Hope this helps!

Answer:

a)never b)always c)never d)sometimes.

Step-by-step explanation:

I’ll try to explain by giving examples for each:

a) let’s take n=-1 => 2*1/10= 2/10 =0,2 = > the number won’t be negative => answer:never.

b)let’s take q=-2 => (-2)*100000=-200000 => answer:always.

c)let’s take m=-2 => 6*1/100 = 6/100 =0,06; and 60^-2 = 1/60^2=1/360=0.02... => answer:never.

d)let’s take 1) p=1000; => 1000/1000=1. 2) p= 2 => less than 1. => answer:sometimes.

Answer:

Step-by-step explanation:

[tex]\begin{array}{ccll} completion&hours\\ \cline{1-2} \frac{2}{5}&\frac{3}{4}\\[1em] x&1 \end{array}\implies \cfrac{~~ \frac{2}{5}~~}{x}=\cfrac{~~ \frac{3}{4}~~}{1}\implies \cfrac{2}{5x}=\cfrac{3}{4} \\\\\\ 8=15x\implies \cfrac{8}{15}=x[/tex]

The fraction of the project that the student can complete per hour is 8/15

There is independent quantity, and a quantity which depends on it (dependent quantity). When independent quantity moves by a unit measurement (single unit increment), the increment in dependent quantity is called rate of increment of dependent quantity per unit increment in independent quantity.

For this case the problem is asking about the amount of project that can be completed per hour.

The independent quantity is the time spent by student on the project.

The dependent quantity here is the amount of the project completed by the student in the time spent.

Thus, we get the unit rate of amount of project completed per unit amount of time (unit time is one hour here) as:

[tex]R = \dfrac{\text{Amount of project completed}}{\text{Time taken}} = \dfrac{2/5}{3/4} = \dfrac{2}{5} \times \dfrac{4}{3} = \dfrac{8}{15} \: \rm project / hour[/tex]

We used the fact that:

[tex]\dfrac{a}{b} = a \times \dfrac{1}{b}\\\\and\\\dfrac{1}{a/b} = \dfrac{b}{a}[/tex]

Thus, that student can complete the considered project's 8/15 part per hour.

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https://brainly.com/question/12106245

69

How many bags of potatoes are on the van at the start.

The total number of bags the van have at the starting is 70.

Ratio is a term that is used to compare two or more numbers. It is used to indicate how big or small a quantity is when compared to another.

According to the given question.

The sacks of potatoes delivered in two different shops are in the ratio 3:7.

Also, one shop has 28 more bags than the other.

Let the number of bags of potatoes at one shop be x.

Then, the bags of potatoes in another shop = x + 28

Therefore,

[tex]\frac{x}{28 + x } =\frac{3}{7}[/tex]

⇒ [tex]7x = 3(28 + x)[/tex]

⇒ [tex]7x = 84 + 3x[/tex]

⇒ [tex]4x = 84[/tex]

⇒[tex]x = 21[/tex]

So, the total number of bags

[tex]=x + (x + 28)[/tex]

[tex]=2x + 28[/tex]

[tex]= 2(21) + 28[/tex]

[tex]= 42 + 28[/tex]

[tex]= 70[/tex]

Hence, the total number of bags the van have at the starting is 70.

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Answer:

3

Step-by-step explanation: First find out 1/6 of 18 which is 3 so that's your answer

Answer:

The answer to your question is...the first option; Infinitely many solutions

Hope this helped!

Answer:

Option 2:  –2 < x < 2

Step-by-step explanation:

I'm at the same school as you and I got it correct on the self check

Answer:

6 people

Step-by-step explanation:

6 whole pies for 6 people

Answer:

6

Step-by-step explanation:

If each apple pie is 1 whole and Axel is giving 1 whole pie out to everybody then you take the amount of pies and that's your answer

Answer:

Question 1:

• Let the number be x

[tex]{ \tt{9x - 3x}} \\ { \boxed{ \tt{ = 6x}}}[/tex]

Question 2:

[tex]{ \tt{5x - 4x}} \\ { \boxed { \tt{ = x}}}[/tex]

The numbers are 6x and x.

Subtraction can be done for any numbers or algebraic expressions. It is the process of taking out certain value from a given amount of number.

The process of subtraction can also be termed as finding difference.

1) Let the number be x.

product of nine and a number means 9x.

three times the number means 3x.

The difference between the product of nine and a number and three times the number means that 9x - 3x.

9x - 3x = 6x

2) Let the number be x.

five times a number is 5x

four times the number is 4x

The difference between five times a number and four times the number is 5x - 4x = x.

Hence the numbers are 6x and x respectively.

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Answer:

$5

Step-by-step explanation:

6:40 to 7:30 is 50 minutes

6 per hour

6÷6=1

1x5=5

hope this helps

Answer:

33

Step-by-step explanation:

There's 60 minutes in an hour

Divide the revolutions in 1 hour (1980) by 60

and that equals 33

Answer:

your choice is correct

Step-by-step explanation:

f(x) = x^2 does not pass the horizontal line test (a horizontal line intersects its graph in two places), so its inverse does not pass the vertical line test. The inverse is not a function.

_____

Comment on the graph

The original function f(x)=x^2 is shown by the red curve. Its reflection across the orange dashed line y=x gives the inverse relation, in blue. The black horizontal and vertical lines show the multiple points of intersection with the curves, indicating the inverse relation is not a function.

Step-by-step explanation: hope this helps a little bit

find y=mx+b for line parallel to AB.

The line that is parallel will have the same slope as line AB:

the slope of line AB is

m=(8-3)/(-10-2)

=5/-12

=-5/12

Since the line going through X is parallel the vertical distance of the new line to AB is the same for all values of the domain(x-axis).

at x=-5 the point X has the y value of 10 which is 4 more than the y value for AB based on the graph.

To find the intercept b of the line going through X that is parallel to AB we just add 4 to the intercept of AB, which is 4 so

4+4=8

Answer:

Check below

Step-by-step explanation:

a = 1

b = 1

a + b = b + a

1 + 1 = 1 + 1

2 = 2

Answer:

let the P(ride roller coaster) be A and P(play games) be B

a. P(AUB) = P(A) + P(B) - P(AnB)

= 130/200 + 86/200 - 70/20.

= 146/200

= 73/100

b. P(A) = 130/200

= 13/20

c. not mutually exclusive