PLS HELP
4. What does the y-intercept of the graph of Monday's storm mean? Does the y-intercept of the graph of Thursday's storm have the same meaning?

Answer: Remember how to find equivalent fractions? Here are some:

1/4, 2/8, 3/12, 4/16, 5/20, 25/100, 90/360, 1800/7200

To find all of these, there's a simple method- multiply the denominator and the numerator by the same number. As long as you make sure to use the same number for both the top AND the bottom, you'll always have an equivalent fraction. For example,

1                1800            1800

---    x     --------------   =   ---------

4               1800             7200

This works because, as you may have noticed, any muliplier you use is in the form of n over n, which, of course, is equivalent to one whole or 100%. Make sense?

The three fractions equivalent to 6/24 are 3/12, 1/4, and 2/8.

A fraction is a part of the whole represented by a/b, where a and b are any integers.

The given fraction is 6/24.

Simplify the fraction:

6/24

= 3/12

= 1/4

Divide and multiply the above fraction by 2:

2/8

Hence, the three fractions equivalent to 6/24 are 3/12, 1/4, and 2/8.

Learn more on fractions here:

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#SPJ2

Step-by-step explanation:

Un modo de describir y estudiar los movimientos es mediante gráficas que representan distancia-tiempo (distancia en función del tiempo), velocidad-tiempo (velocidad en función del tiempo) y aceleración-tiempo (aceleración en función del tiempo).

Answer:

no

Step-by-step explanation:

Answer:

Where's the pic shorty

Step-by-step explanation:

????????

Answer:

I think its 3 or 2 days bc if paul can get two works done by the time fred can get one done then the days should be divided.

Step-by-step explanation:

Answer:

Step-by-step explanation:

Rate (slope) of miles per gallon of gas: m = [tex]\frac{y_{2} -y_{1} }{x_{2} -x_{1} }[/tex]

(0, 0)

(2, 50)

[tex]m_{carA}[/tex] = 25 mi/gal.

(0, 0)

(3, 60)

[tex]m_{carB}[/tex] = 20 mi/gal.

Car B use less gasoline.

Answer:Alex found 3 jellyfish for very sea turtle.

Step-by-step explanation:

Answer:

3 jelly fish

Step-by-step explanation:

Answer:

a) The percentage of the shareholders who attended the meeting is 3%.

b) The percentage of the shareholders who did not vote at all is 7%.

Step-by-step explanation:

a) Data and Calculations:

Outstanding shares = 2,351,000

Number of shareholders = 111,273

Number of shareholders who attended the meeting = 3,411

The percentage of the shareholders who attended the meeting = 3,411/111,273 * 100

= 3.065

= 3%

Absent shareholders = 107,862 (111,273 - 3,411) and own 1.8 million shares

Proxy voters =               100,000

Non-voting shareholders 7,862

Therefore, the percentage of shareholders who did not vote at all

= 7,862/111,273*100

= 7.0655

= 7%

Answer:

a=-30

Step-by-step explanation:

Answer:

a.) -6

b.) 6

c.) -5

Step-by-step explanation:

Plug in each value for x

f(0) = 4(0) - 6 = -6

f(3) = 4(3) - 6 = 6

f(1/4) = 4(1/4) - 6 = -5

Answer:

a f)0)=4(0) - 6= -6

b f(3)=4(3) - 6=6

c f(1/4)=4(1/4)_6= -5

Answer:

u want recommendations?

Step-by-step explanation:

Answer:

Watermelon Sugar

Answer:

H.

Step-by-step explanation:

A function can only have one y-output per x-input (However, it is ok for one y-output to have multiple x-inputs). The only table that doesn't contain two y-outputs for one x-input is H.

Answer:

Students use linear, quadratic, and exponential functions to model data from tables and choose the regression

most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a

regression model and then interpret the function in context. They then make predictions based on their model

and use an appropriate level of precision for reporting results and solutions.  

Lesson 7 focuses on data sets that cannot be modeled accurately, and students are asked

to articulate why. Students use skills learned in Lesson 14 of Module 2 (where they used

calculators to write linear regressions) and apply similar techniques for data sets that are

better suited to modeling with quadratic or exponential regressions. Students use that

same technique to find linear regressions and use their graphing calculators to examine

the correlation coefficient and to find quadratic and exponential regressions. They

compare correlation coefficients to determine which model is best for the data.

Ultimately, students choose the regression model (linear, quadratic, or exponential) most

appropriate to a given data set and then write, verify, and interpret these models in

context. Students need a graphing calculator to complete this lesson. Graphing calculator

instructions are provided, but steps may vary slightly depending on the model of the

graphing calculator.

Refer to the following full modeling cycle during this lesson (Found on page 61 of the CCLS

and page 72 of the CCSSM).

Scaffolding:

 Students are more

engaged when working

with relevant and real data

that interests them.

Websites that provide

data sets are a good

resource for classroom

investigations.

 This lesson might need to

be divided into two days if

students need more time

to master the technology.

Step-by-step explanation:

Answer:

1 deggre per hour

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

Answer:

2

Step-by-step explanation:

Joe = 6

J + K = 11

Kay = 5

K + S = 7

Sara = 2

Answer:

= 0.25 g/cm3

Step-by-step explanation:

this is called density the grams per volume.

density = mass

               volume

             =   120g

                480cm3

  = 0.25 g/cm3

Answer:

Step-by-step explanation:

Sum of n terms formula:

Solving for n

Answer:

As we know that in a AP

[tex]{:}\longrightarrow[/tex][tex]\sf S_n={\dfrac {1}{2}}(a+l)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {1}{2}} (9+165)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {1}{2}}(174)n[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480={\dfrac {174}{2}}n [/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf 3480=87n [/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf n={\dfrac {3480}{87}}[/tex]

[tex]{:}\longrightarrow[/tex][tex]\sf n=40[/tex]

[tex]\therefore[/tex]Number of terms=40.

Answer: y= 3/5x+

Steps shown in image:

Answer:

The answer is yes, since the graph is an equal line throughout.

Step-by-step explanation:

Answer:

0.1827

Step-by-step explanation:

Given mean of exponential distribution = 100

==> 1/χ = 100  ==> χ = 1/100 ==> χ = 0.01

PDF of χ , f(x) = χe^(-χx), x ≥ 0

===> f(x) = 0.01e^(-0.01x), x ≥ 0

Now we find the probability that the demand will exceed 170 cfs during the early afternoon on a randomly selected day

P(X>170) = ∞∫170 f(x)dx

P(X>170) = ∞∫170 0.01 e^(0.01x) dx

P(X>170) = [e^(-0.01x) / -0.01]^∞  base 170

P(X>170) = -1 [e^-∞  - e^-0.01*170]

P(X>170) = e^-1.7

P(X>170) = 0.1827

The probability that the demand will exceed 170 cfs during the early afternoon on a randomly selected day is 0.1827

Answer:

that's good and I'm good

Answer:  

               「0.8   0   -2

                    0    1.2   3

                    0     0     1 」

Step-by-step explanation:

The [tex]3\times 3[/tex] matrix will be "[tex]\left[\begin{array}{ccc}0.3&0&-1.8\\0&1.3&3.9\\0&0&1\end{array}\right][/tex]".

According to the question,

The [tex]3\times 3[/tex] with homogenous coordinates is:

[tex]\left[\begin{array}{ccc}1&0&0\\0&1&0\\0&0&1\end{array}\right][/tex]

Translation from (0, 0) to (a, b) will be:

[tex]T = \left[\begin{array}{ccc}1&0&a\\0&1&b\\0&0&1\end{array}\right][/tex]

Here,

Translation by (-5,4)

[tex]T = \left[\begin{array}{ccc}1&0&-6\\0&1&3\\0&0&1\end{array}\right][/tex]

Now,

i.e.,

[tex]S = \left[\begin{array}{ccc}0.3&0&0\\0&1.3&0\\0&0&1\end{array}\right][/tex]

then,

The [tex]3\times 3[/tex] matrix will be:

→ [tex]A = ST[/tex]

      [tex]= \left[\begin{array}{ccc}0.3&0&0\\0&1.3&0\\0&0&1\end{array}\right] \ \left[\begin{array}{ccc}1&0&-6\\0&1&3\\0&0&1\end{array}\right][/tex]

      [tex]= \left[\begin{array}{ccc}0.3&0&-0.3\times 6\\0&1.3&1.3\times 3\\0&0&1\times 1\end{array}\right][/tex]

      [tex]= \left[\begin{array}{ccc}0.3&0&-1.8\\0&1.3&3.9\\0&0&1\end{array}\right][/tex]

Thus the above answer is correct.

Learn more about Matrix here:

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Answer:

13 wholes and 7/25

Step-by-step explanation:

write 28 over 100 and just simplify but don't forget 13

Answer:

yes

Step-by-step explanation:

based on the triangle inequality theorem, add the two smallest numbers together (8.4,9.2) to get 17.6 which is bigger than 17

Answer:

Answer below

Step-by-step explanation:

4(x−1)

​2

​​ =10−2

4(x−1)

​2

​​ =8

(x−1)

​2

​​ =

​4

​

​8

​​

(x−1)

​2

​​ =2

x −1=±√

​2

x−1=√

​2

​

​​

x-1=-\sqrt{2}x−1=−√

​2

​

​​

x=√

​2

​

​​ +1

x=−√

​2

​

​​ +1

x=√

​2

​

​​ +1,−√

​2

​

​​ +1

Answer:

Step-by-step explanation:

5y + (- 5) = 10

The first mistake made in the image was when they subtracted from an already negative number. You add 5 to both (-5) and 10, which would be 5y = 15, due to the fact that 5 is being multiplied by y, you divide both sides by 5, making 3 the correct answer.

1. 5y + (-5) = 10

2. 5y +5 +5

3. 5y = 15

4. 5y/5 15/5

5. y = 3

Answer: y = 108

Step-by-step explanation:

Answer:

Step-by-step explanation:

511 * 637 = 500 * 600

              = 300000

511. Here ten's place is 1 and its <= 5. So, it is 500

637. Here ten's place is 3 and its <= 5. So, it is 600

Answer:

300,000

Step-by-step explanation:

Rounding so that a number only has 1 nonzero digit means that you should round to the nearest hundred. Remember when rounding look to the digit to the right of where you are rounding to, if that is 4 or less round down and if it is 5 or greater round up. So to round 511 look at the tens place, since it is less than 4 it rounds to 500. To round 637 look at the tens place, since it is also less than 4 round down to 600. Then to multiply 500 x 600 just multiply the first digits, 5 x 6=30, then add the zeros. In total there were 4 zeros in the estimated equation so the final answer would be 300 plus four zeros.

So 500 x 600=300,000

Answer:

( 5 × 9 ) + (5 × 4 )

Step-by-step explanation: