The function that has a graph that is parallel to the graph of 2x-y=6 is y = 2x - 8
How to determine the parallel line equation?From the question, we have the following parameters that can be used in our computation:
2x - y = 6
Subtract 2x from both sides of the equation
So, we have the following representation
-y = -2x + 6
Multiply both sides of the equation by -1
y = 2x - 6
Also, from the question;
We have the following points
The point is given as
Point = (3, -2) i.e. (x, y) = (3, -2)
The equation of a line can be represented as
y = mx + c
Where
Slope = m
By comparing the equations, we have the following
m = 2
This means that the slope is 2
The slopes of parallel lines have the same values
This means that the slope of the other line is 2
The equation of the line is then calculated as
y = m(x - x₁) +y₁
Where
m = 2
(x₁, y₁) = (3, -2)
So, we have
y = 2(x - 3) - 2
Open the brackets
y = 2x - 6 - 2
Evaluate the like terms
y = 2x - 8
Hence, the line has an equation of y = 2x - 8
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Step-by-step explanation:
function of the organelle in question 4.
Using the diagram and your knowledge of biology, identify the following:
a. Organelle A_____
b. Substance A_____
c. Substance B_____function of the organelle in question 4.
Using the diagram and your knowledge of biology, identify the following:
a. Organelle A_____
b. Substance A_____
c. Substance B_____function of the organelle in question 4.
Using the diagram and your knowledge of biology, identify the following:
a. Organelle A_____
b. Substance A_____
c. Substance B_____
function of the organelle in question 4.
Using the diagram and your knowledge of biology, identify the following:
a. Organelle A_____
b. Substance A_____
c. Substance B_____
RT 2: Regents Review!
ections: Recall what you learned in unit 1 about designing an experiment to answer the ientist is interested in the effect that the amount of glucose given to a mitochondria n unt of carbon dioxide that is produced.
scientist sets up three containers: Container 1 holds 20 mitochondria and a 0.5 %cor ainer 2 holds 20 mitochondria and a 1.0 % concentration of glucose; and Container 3 hondria and a 5.0 % concentration of glucose. 0.5 % concentration of glucose
RT 2: Regents Review!
ections: Recall what you learned in unit 1 about designing an experiment to answer the ientist is interested in the effect that the amount of glucose given to a mitochondria n unt of carbon dioxide that is produced.
scientist sets up three containers: Container 1 holds 20 mitochondria and a 0.5 %cor ainer 2 holds 20 mitochondria and a 1.0 % concentration of glucose; and Container 3 hondria and a 5.0 % concentration of glucose. 0.5 % concentration of glucose
RT 2: Regents Review!
ections: Recall what you learned in unit 1 about designing an experiment to answer the ientist is interested in the effect that the amount of glucose given to a mitochondria n unt of carbon dioxide that is produced.
scientist sets up three containers: Container 1 holds 20 mitochondria and a 0.5 %cor ainer 2 holds 20 mitochondria and a 1.0 % concentration of glucose; and Container 3 hondria and a 5.0 % concentration of glucose. 0.5 % concentration of glucose
RT 2: Regents Review!
ections: Recall what you learned in unit 1 about designing an experiment to answer the ientist is interested in the effect that the amount of glucose given to a mitochondria n unt of carbon dioxide that is produced.
scientist sets up three containers: Container 1 holds 20 mitochondria and a 0.5 %cor ainer 2 holds function of the organelle in question 4.
Using the diagram and your knowledge of biology, identify the following:
a. Organelle A_____
b. Substance A_____
c. Substance B_____
RT 2: Regents Review!
ections: Recall what you learned in unit 1 about designing an experiment to answer the ientist is interested in the effect that the amount of glucose given to a mitochondria n unt of carbon dioxide that is produced.
scientist sets up three containers: Container 1 holds 20 mitochondria and a 0.5 %cor ainer 2 holds 20 mitochondria and a 1.0 % concentration of glucose; and Container 3 hondria and a 5.0 % concentration of glucose. 0.5 % concentration of glucose mitochondria and a 1.0 % concentration of glucose; and Container 3 hondria and a 5.0 % concentration of glucose. 0.5 % concentration of glucose
Which of the following is true about the function y=log4 (x+16)-1?
(1) It has an x-intercept of 4 and a y-intercept of -1.
(2) It has x-intercept of -12 and a y-intercept of 1.
(3) It has an x-intercept of -16 and a y-intercept of 1.
(4) It has an x-intercept of -16 and a y-intercept of -1.
For the function, y = log₄ (x + 16) - 1, it has x-intercept of -12 and y-intercept of 1.
What are Logarithmic Functions?Logarithmic functions are functions expressed in another way for exponential functions. It is the power to which any number should be raised to yield other values.
Logₐ x = n can be written in exponential form as x = aⁿ.
y = log₄ (x + 16) - 1
x-intercept is the x-coordinate of the point when y = 0.
0 = log₄ (x + 16) - 1
For the left hand side to be equal to 0, the term log₄ (x + 16) must be equal to 1.
log₄ (x + 16) = 1
⇒ x + 16 = 4 (∵ logₐ a = 1)
⇒ x = -12
y-intercept is the y-coordinate of the point where x = 0.
y = log₄ (0 + 16) - 1
y = log₄ (16) - 1
y = log₄ (4²) - 1
logₐ mⁿ = n logₐ m
⇒ y = 2 log₄ (4) - 1
⇒ y = 2 - 1 (∵ log₄ (4) = 1)
⇒ y = 1
Hence, the function y = log₄ (x + 16) - 1 has x-intercept of -12 and y-intercept of 1.
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10) In a study of the relationship between the amount of violence a person watches on TV and the viewer's age, 81 regular TV watchers were randomly selected and classified according to their age group and whether they were a "low-violence" or "high-violence" viewer. Below is a segmented bar graph. For this sample, can we conclude there is an association between age group of the viewer and amount of violence watched? If so,what is the relationship?
We can conclude there is an association between age group of the viewer and amount of violence watched and its 55+ year-olds are likely to be categorized as low-violence.
What is segmented bar graph?
In a stacked (or segmented) bar graph:
The horizontal axis still represents one variable, with every bar representing one in every of the catgories of the variable.
Each bar is segmented in step with the classes of the second variable. or else, every bar will be seen as being created from smaller bars stacked on high of every different.
Main body:
We can know from the graph The older the age, the more the Tow-violence, 55+ year-olds are likely to be categorized as low-violence"
so there is an association Choose D
Hence , we can conclude there is an association between age group of the viewer and amount of violence watched and its 55+ year-olds are likely to be categorized as low-violence.
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Jordan is baking pumpkin cupcakes for her
family. She needs 3 4 cup of unsalted butter
and 2 3 cup of brown sugar. Will she use more
butter or brown sugar?
Answer:
3/4>2/3
Explanation:
3/4 is the same as 3*3/4*3, which equals 9/12.
2/3 is the same as 2*4/3*4, which equals 8/12.
Thus, 3/4=9/12 and 2/3=8/12.
9/12 > 8/12, and since 3/4=9/12 and 2/3=8/12, 3/4>2/3.
Hope this helps.
Your checking account balance on May 15 is $124.25. You deposit $223.56 on May 20, write a check for $89.56, and withdraw $80.00 from an ATM on May 25. What is your current balance?
Answer: 178.25
Step-by-step explanation:
124.25 + 223.56 - 89.56 - 80.00
Answer: $178.25
Step-by-step explanation: Your balance on May 15 is $124.25. On May 20, you deposit $223.56, which increases your balance to $124.25 + $223.56 = $347.81. You then write a check for $89.56, which decreases your balance to $347.81 - $89.56 = $258.25. Finally, you withdraw $80.00 from an ATM on May 25, which decreases your balance to $258.25 - $80.00 = $178.25. Therefore, your current balance is $178.25.
There are 723 fifth grade tudent and 685 ixth grade tudent going on a field trip each bu hold 58 tudent how
Students will board the bus at 1350 even though it is not totally full.
What is unitary method ?Area is the total amount of space that an object's shape or a flat (2-D) surface occupy.
Create a square on paper by using a pencil. Two dimensions make it up. A shape's area on paper is the space it takes up.
Imagine that your square is made up of smaller unit squares.
The area of a figure is equal to the number of unit squares required to completely cover the surface area of a particular 2-D shape. Square cms, square feet, square inches, square meters, etc. are a few cmmon units for measuring area
To get the area of the square figures presented below, draw unit squares with 1-centimeter sides. Therefore, the shape will be measured.
According to our question-
723+685
1408-58
1350
Hence, Students will board the bus at 1350 even though it is not totally full.
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x-1/x+1=3/2x+2
Responses
x = − 1 , or , x = 5/2
no solution
x = − 1
x=5/2
The required number solutions of given quadratic equation is -1 or 5/2.
Explain quadratic equation?A quadratic equation in math is a second-degree condition of the structure ax^2 + bx + c = 0. Here a, b, are the coefficients, c is the steady term, and x is the variable. Since the variable x is of the subsequent degree, there are two roots or deals with this quadratic condition.
According to question:We have,
x-1/x+1=3/2x+2
(x - 1)(2x + 2) = 3(x + 1)
2x^2+2x-2x-2 = 3x+3
2x^2-3x-5 = 0
2x^2-5x+2x-5 = 0
x(2x-5)+(2x-5)
(x+1)(2x-5) = 0
x = -1 or x = 5/2
Thus, solution of equation is -1 or 5/2.
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Please help with the question below
The graph has 2 x-intercepts.
What is the quadratic function?
In mathematics, a polynomial of degree two in one or more variables is referred to as a quadratic polynomial. A quadratic polynomial defines the polynomial function known as a quadratic function.
We have,
f(x) = -3(x-3)² + 1
by simplifying the equation above
-3(x² -6x + 9) + 1 = 0
-3x² + 18x - 27 + 1 = 0
-3x² + 18x - 26 = 0
By calculating the quadratic equation we get
[tex]x=\frac{-b \pm \sqrt{b^2 - 4ac} }{2a}[/tex]
[tex]x=\frac{ -18 \pm \sqrt{18^2 - 4(-3)(-26)} }{2(-3)}[/tex]
[tex]x= 3 \pm \frac{\sqrt{3} }{3}[/tex]
x = 2.42265, x = 3.57735
so the points are (0, 0) and (2.4, 3.6)
The graph crosses the x-axis at (2.4, 3.6)
Hence, the graph has 2 x-intercepts.
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The perimeter is less than 20 meters Please help I'm desperate
Answer:
Inequality is: x + 16 < 20Solution is: x < 4----------------------------------------
The perimeter is:
P = 4 + 9 + x + 3P = x + 16If the perimeter is less than 20, then the inequality is:
P < 20x + 16 < 20x < 20 - 16x < 4Answer:
x < 4
Step-by-step explanation:
The perimeter of a two-dimensional shape is the distance all the way around the outside.
Therefore, from inspection of the triangle:
⇒ Perimeter = 4 + 9 + x + 3
⇒ Perimeter = x + 16
If the perimeter is less than 20 meters then:
⇒ x + 16 < 20
Solve the inequality:
⇒ x + 16 - 16 < 20 - 16
⇒ x < 4
Claire saved 205 coins that are only nickels and quarters. If her
total is $31.85 and she has $27 worth of quarters, how many
nickels does she have?
Answer: 56
Step-by-step explanation: 23+5=56
PLEASE HELP ASAP!!!!!!!
Problem #4
A. Draw a scaled copy of the circle using a scale factor of 2.
B. How does the circumference of the scales copy compare to the circumference of the original circle?
C. How does the area of the scaled copy compare to the area of the original circle?
(I don’t need to do 5)
The circumference of the scaled circle is half the circumference of the original circle and the area of the scaled circle is half the area of the original circle.
What is the scale factor?
The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor (bigger or smaller).
For instance, we can increase the size of a rectangle with sides of 2 cm and 4 cm by multiplying each side by, let's say, 2. The new figure we receive will resemble the first figure, but every dimension will be double that of the first rectangle. The scale factor in this case will be denoted by the number 2.
Let us take the radius of the circle to be r
We know that circumference = 2πr and the area of a circle is πr²
As, Scale factor = Original circle / Scaled circle
From the question, scale factor = 2
Thus,
2 = Circumference of the Original circle / Circumference of the Scaled circle.
⇒ Circumference of the Scaled circle = (1/2) * Circumference of the Original circle
For the area as well, scale factor = 2
2 = Area of the Original circle / Area of the Scaled circle
⇒ Area of the scaled circle = (1/2) * Area of the original circle
Thus,
The circumference of the scaled circle is half the circumference of the original circle and the area of the scaled circle is half the area of the original circle.
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The circumference of the scaled circle is half the circumference of the original circle and the area of the scaled circle is half the area of the original circle.
What is the scale factor?
The ratio of the scale of an original thing to a new object that is a representation of it but of a different size is known as a scale factor (bigger or smaller).
For instance, we can increase the size of a rectangle with sides of 2 cm and 4 cm by multiplying each side by, let's say, 2. The new figure we receive will resemble the first figure, but every dimension will be double that of the first rectangle. The scale factor in this case will be denoted by the number 2.
Let us take the radius of the circle to be r
We know that circumference = 2πr and the area of a circle is πr²
As, Scale factor = Original circle / Scaled circle
From the question, scale factor = 2
Thus,
2 = Circumference of the Original circle / Circumference of the Scaled circle.
⇒ Circumference of the Scaled circle = (1/2) * Circumference of the Original circle
For the area as well, scale factor = 2
2 = Area of the Original circle / Area of the Scaled circle
⇒ Area of the scaled circle = (1/2) * Area of the original circle
Thus,
The circumference of the scaled circle is half the circumference of the original circle and the area of the scaled circle is half the area of the original circle.
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Joe has a 300 foot fence around his rectangular yard. The length is 10 feet more than the width. Which equation can you use to determine the dimensions?
The equation that used to determine the dimension is 2(2x+10) = 300 and the dimensions of the rectangular yard is 80 foot and 70 foot
Total length of the fence = 300 foot
Consider the width of the rectangular yard = x
The length of the rectangular yard = x + 10
The perimeter of the rectangle = 2(l + w)
Where l is the length and w is the width
Substitute the values in the equation
300 = 2(x+10 + x)
300 = 2(2x + 10)
4x + 20 = 300
4x = 300 - 20
4x = 280
x = 280/4
x = 70 foot
The length = x + 10
= 70 + 10
= 80 foot
Therefore, the equation is 2(2x+10) = 300 and dimensions are 80 foot and 70 foot
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please help me thank you
Answer:
135
Step-by-step explanation:
The radius of a circle is 19.5 cm. Find the circumference to the nearest tenth
Answer:
[tex]122.5[/tex]
Step-by-step explanation:
[tex]circumference \: = 2\pi \:r[/tex]
[tex]\pi = 3.14[/tex]
[tex]r = 19.5[/tex]
Replacing:
[tex]2 \times 3.14 \times 19.5 = 122.46[/tex]
Therefore, final answer[tex] = 122.5[/tex](to the nearest tenth)
The answer is 122.5
In the given question, we have given the radius of the circle and we need to find the circumference of the same.
To need to find the circumference, we must recall this formula
Circumference of circle = [tex]2\pi r[/tex]
Now, according to the question
Radius = 19.5 cm
Circumference = 2 * [tex]\pi[/tex] * 19.5
= 2 * 3.14 * 19.5 (Taking [tex]\pi[/tex] = 3.14)
= 122.5 cm
Therefore, the circumference of a circle with radius 19.5 cm is 122.5 cm
On rounding off the answer to the nearest tenth, it remains the same.
Hence, the final answer to the question is 122.5 cm.
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Which congruence theorem can be used to prove △abc ≅ △def? aas asa hl sas
As per the congruence theorem, we have proved that ΔABC ≅ΔDEF.
In math congruence theorem states that if all the three sides of one triangle are equal to all the three sides of another triangle, then both the triangles are congruent to each other.
Here we need to prove ΔABC ≅ΔDEF by using the congruence theorem.
Here we have given that ΔABC and ΔDEF,
=> ∠B≅∠E [right angle]
So, we have obtained that
=> ∠A≅∠D
As we know that there is two angles and one non included side of ΔABC is congruent the two corresponding angles and one non- included side of ΔDEF, therefore, by AAS congruence rule.
So, based on the given fact we have identified that
=> ΔABC ≅ΔDEF
Therefore, the AAS congruence postulate defined that the triangles are congruent if two pairs of corresponding angles and a pair of opposite sides are equal in both triangles.
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stat 100 tto test the null hypothesis that there's no difference in parents' wealth for the different levels of schooling, what significance test should we use?
To test the null hypothesis that there is no difference in parents' wealth for the different levels of schooling, a one-way ANOVA (analysis of variance) test should be used.
What is ANOVA test?To compare the means of two or more groups, statisticians employ the analysis of variance (ANOVA) test. It is used to assess whether there are any significant variations in the means of the groups and to pinpoint which group or groups have significantly different means. The null hypothesis, according to which there is no difference between the group means, is evaluated using the ANOVA test using the F-statistic. If the F-statistic is significant, at least one of the groups has a mean that differs from the others in a meaningful way. To examine how several treatments or circumstances affect a response variable, investigations frequently utilize an ANOVA. It can also be used in non-experimental research to compare the means of different groups.
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which of the topics are connected together? (at least one connection)
• Absolute Value Inequalities • Linear Function • Quadratic Function • Graph Transformations • Polynomial • End Behavior • Multiplicity of a Zero • Horizontal Asymptote • Limit Notation • System of Equations • Vertical Asymptote • Rational Function • Rational Equation • Radical Function • Radical Equation • Inverse Function • Exponential Function • Logarithmic Function • Conic Sections
Answer:
Function • Quadratic Function •
Absolute Value Inequalities • Linear Function
A mall airplane flew 104 mile in 50 minute. How many mile can it fly in one hour
A small airplane can fly about 124.8 miles in one hour.
In this question, we have been given a small airplane flew 104 miles in 50 minutes.
We need to find the distance the airplane would cover in an hour.
Let a small airplane can fly 'x' miles in one hour.
We know that 1 hour = 60 minutes
Using proportionality we get an equation,
x/104 = 60/50
We solve above equation.
50x = 60 * 104
x = 6240/50
x = 124.8
So, the distance would be 124.8 miles
Therefore, an airplane can fly 124.8 miles in an hour.
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solve the inequality
solve for q
–2.01–q>4.86
Answer:q<-6.87
Step-by-step explanation:
isolate q by adding 2.01 to both sides
-q>6.87
divide by side by -1, and since it is negative flip the sign
q<-6.87
Fill in the blanks below in order to justify whether or not the mapping shown represents a function.
A small cargo plane currently has 150 pounds of cargo aboard. In addition, n boxes weighing 30 pounds each will be brought aboard.
Suppose that the total weight of the cargo on board must be at most p pounds. Using the values and variables given, write an inequality describing this.
Answer: 150+30n ≤ p
Step-by-step explanation:
150 is your starting amount, and you add 30 lbs of how many ever boxes (n) onto your plane. So far, you have 150 + 30n. Because there is a limit of p amount that you can't exceed, you need a less than or equal to sign because it can be p amount but not over p amount. So your answer is 150 +30n ≤ p
a plane flying horizontally at an altitude of 2 mi and a speed of 420 mi/h passes directly over a radar station. find the rate at which the distance from the plane to the station is increasing when it has a total distance of 3 mi away from the station
The rate at which the distance from the plane to the station is increasing when it has a total distance of 3 mi away from the station is 313.05 mi/h .
Given :
a plane flying horizontally at an altitude of 2 mi and a speed of 420 mi/h passes directly over a radar station. find the rate at which the distance from the plane to the station is increasing when it has a total distance of 3 mi away from the station .
Here ,
h = 2
d = 3
we know that ,
x = [tex]\sqrt{d^2 - h^2}[/tex]
= [tex]\sqrt{3^2 - 2^2}[/tex]
= [tex]\sqrt{9 -4}[/tex]
= [tex]\sqrt{5}[/tex]
d = [tex]\sqrt{5}[/tex] * 420 / 3
= [tex]\sqrt{5}[/tex] * 140
= 313.05 mi/h
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Please help asap What is the solution to this system of equations?
A.no solution
B. (2,-2)
C. (-1,1)
D. (-2,1)
The solution to the system of equations is (d) (-2, 1)
How to determine the solution to the systems?From the question, we have the following parameters that can be used in our computation:
y = 2x + 5
y = -1/4x + 0.5
Substitute y = 2x + 5 in the equation y = -1/4x + 0.5
So, we have the following representation
-1/4x + 0.5 = 2x + 5
Collect the like terms
So, the equation becomes
2x + 1/4x = 0.5- 5
So, we have
2.25x = -4.5
Divide by 2.25
x = -2
Substitute x = -2 in y = 2x + 5
y = 2 x -2 + 5
y = 1
Hence, the solution is (d) (-2, 1)
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a cricket with 12 inch diameter is folded in half and folded again what is the area of the resulting shape
The area of the resulting shape if a circle with a 12-inch diameter is folded in half and then folded in half again is 28.26 square inches
What is the area of the resulting shape?Diameter of the cricket = 12 inchArea of a circle = πr²π = 3.14If a circle with a 12-inch diameter is folded into half and then folded into half again the circle will become a quadrant.
So,
The area of a quadrant is area of a circle divided by 4
Area of a quadrant = πr² / 4
Diameter of a circle = 2r
12 = 2r
divide both sides by 2
r = 6 inch
Area of the quadrant = 3.14 × (6)²/4
Area of the quadrant = (3.14 × 36) /4
Area of the quadrant = 113.04 / 4
Area of the quadrant = 28.26 square inches
In conclusion, the area of the quadrant is 28.26 square inches
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At Jefferon High School, there are 250250 tudent who drive to chool and 375375 tudent who ride the bu to chool
The number of students who drive to school is 125.
What is number ?
A number is an arithmetic value that is used to calculate and represent a quantity. Numerical symbols, such as "3," are written to represent numbers. A number system is a logical way of expressing numbers that uses digits or symbols to represent them.
At Jefferson High School, there are 250 students who drive to school and 375 students who ride the bus to school. The number of students who drive to school is
=375-250
=125
Hence, the number of students who drive to school is 125.
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3|x + 3| = 12
A. x = 1
B. x = 1 or x = -4
C. x = 1 or x = -7
D. no solution exist
Since 3 | 1+3 | = 3 |4|
= 3·4
= 12
and
since 3 | -7+3 | = 3 |-4|
= 3·4
= 12,
both 1 and -7 check as solutions,
so C: x = 1 or x = -7
Brianna got $50.00 for her birthday. Her neighbor paid her $10 for walking his dog. Brianna paid back her sister $7.50 she owed her. Then Brianna went to the store to buy a shirt she wanted that cost $18. How much does Brianna have left?
34.50
14.50
35.50
49.5
Answer: 34.5
Step-by-step explanation:
50 + 10 = 60 (birthday and dog walking)
60 - 7.50 = 53.5 (paid what she owed)
52.5 - 18 = 34.5 (bought a shirt)
1+3+5+8+7+7+8=937392920x
Answer:
Is the question written correctly? As written, the answer is 4.16 x [tex]10^{-8}[/tex].
Step-by-step explanation:
1+3+5+8+7+7+8= 39
39 = 937392920x
x = 39/(937392920)
x = 4.16 x [tex]10^{-8}[/tex]
a church has 7 bells in its bell tower. before each church service 3 bells are rung in sequence. no bell is rung more than once. how many sequences are there?
There are 210 sequences for 7 church bells to rung with the given conditions. Using permutations, the required number of sequences is calculated.
What are permutations?A sequence or arrangement that can be framed by taking some or all of a finite set of things (or objects) is called a permutation.
The formula for finding the number of such arrangements is,
ⁿPₓ = n!/(n - x)!
Calculation:It is given that, a church's bell tower has 7 bells. 3 of them will ring in a sequence before each service and no bell is rung more than once.
So, the number of sequences that the bells will form is calculated by using the permutations formula. I.e., ⁿPₓ = n!/(n - x)!
Here, n = 7; x = 3
Then,
ⁿPₓ = n!/(n - x)! ⇒ ⁷P₃ = 7!/(7 - 3)! = 7!/4!
⇒ ⁷P₃ = (7 × 6 × 5 × 4!)/4! = 7 × 6 × 5 = 210
Therefore, there are 210 sequences for ringing the bells.
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Janelle set a goal to walk 60 miles this month. She walks at a consistent rate of 4 miles per hour.
Write an equation that shows how the number of miles Janelle has left to walk, y, depends on the number of hours she has already walked, x.
Answer:
[tex]60=4x\\\\15=x[/tex]
I hope this helped.
Answer: y = -4x+60
y is -4 times x plus 60
In a primary school class, the ratio
of boys to girls is 3: 4. If there are
12 girls in the class, what is the total
number of students in the class?