Describe the graph of the inequality x > -1.

Answer:

x = 4

Step-by-step explanation:

In a parallelogram, the opposite sides are equal/congruent. This means that KL and JM are equivalent.

Step 1: Subtract 12x from both sides.

Step 2: Add 2 to both sides.

Step 3: Divide both sides by -5.

Therefore, x = 4.

Have a lovely rest of your day/night, and good luck with your assignments! ♡

The equation of the path of the parabola is y = a(x - 13)² + 27

Given data ,

To represent the path of Al's toss, we can assume that the path is a parabolic trajectory.

The equation of a parabola in vertex form is given by:

y = a(x - h)² + k

where (h, k) represents the vertex of the parabola

Now , the balloon was released from the 10-yard line and landed at the 16-yard line, we can determine the x-values for the vertex of the parabola.

The x-coordinate of the vertex is the average of the two x-values (10 and 16) where the balloon was released and landed:

h = (10 + 16) / 2 = 13

Since the height of the balloon reached 27 yards, we have the vertex point (13, 27)

Now, let's substitute the vertex coordinates (h, k) into the general equation:

y = a(x - 13)² + k

Substituting the vertex coordinates (13, 27)

y = a(x - 13)² + 27

To determine the value of 'a', we need another point on the parabolic path. Let's assume that the highest point reached by the balloon is the vertex (13, 27).

This means that the highest point (13, 27) lies on the parabola

Substituting the vertex coordinates (13, 27) into the equation

27 = a(13 - 13)² + 27

27 = a(0) + 27

27 = 27

Hence , the equation representing the path of Al's toss is y = a(x - 13)² + 27, where 'a' can be any real number

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(5x^2-21x-20)/(5x^2-16x-16)

((x-5)(5x+4))/((x-4)(5x+4))

(x-5)/(x-4)

x² - 3 x - 54 = x² + 6 x - 9 x - 54 = x ( x + 6 ) - 9 ( x + 6 ) = ( x + 6 ) ( x - 9 )

x² - 18 x + 81 = ( x - 9 )²

x² + 12 x + 36 = ( x + 6 )²

... = ( x + 6 ) · ( x - 9 ) / ( x - 9 )²  * ( x + 6 )² / ( x + 6 ) = ( after cancellation )

=  ( x + 6 )² / ( x - 9 )

After solving the given problem, I’ve been able to get 3(x-2) / 2(x-3) as the simplified form of the given equation. I am hoping that this answer has satisfied your query and it will be able to help you, and if you would like, feel free to ask another question.

If I understand clearly, the expression is

(18st^4/52s^3t)(16s^3/9s^2t)

To simply the expression, we simply have to multiply the constants and reduce the product to the lowest terms and apply the laws on exponents to simplify the variables. So, the answer would be:

8t^2/13s

(40v^2)/(35v^4) / (20v^3)/(5v)

(8)/(7v^2) / (4v^2/1)

(8)/(7v^2) * (1 / 4v^2)

2/(7v^4)

Answer:

1) m= 2

2)a=3

3) t =7

this are the first 3

The amount that Ayaan will have in his tax-free savings account after 6 months of depositing $746 at 2.15% interest is $754.02.

The future value refers to the present value plus the interest.

The future value for this savings account can be computed using the simple interest system since there is no compounding of interest.

The initial deposit (present value) = $746

Interest rate = 2.15%

Savings period = 6 months

Future value = $754.02 ($746 + ($746 x 2.15% x 6/12)

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Answer:

20

Step-by-step explanation:

28 - {8/2 x (6-2)} + (4 - 2) ^ 3

28 - {4 x 4} + 2^3

28 - 16 + 8

12 + 8                

20

Answer:

6.40

Step-by-step explanation:

Each child will receive the 1.1 cup of milk.

The unitary method is a method for solving a problem by the first value of a single unit and then finding the value by multiplying the single value.

Given that a container of milk contains 8 cups of milk. if paul sets aside \(1\dfrac{2}{5}\) cups of milk for use in a recipe , then we get the leftover;

8  -  \(1\frac{2}{5}\) = 8 -  7/5

= 40- 7/5

= 33/5

= 6.6

The the rest cups of milk = 6.6

Then the rest evenly among his three children 6.6/3 = 1.1

Hence, Each child will receive the 1.1 cup of milk.

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Answer:

A = 388.58 cm^2

Step-by-step explanation:

For a cone whose base has a radius R, and a hypotenuse S, the area is:

A = pi*R^2 + pi*R*S

Where pi = 3.14

In this case, we can see that the diameter is: 15cm

Then the radius, half of the diameter, is:

R = 15cm/2 = 7.5cm

The hypotenuse is 9cm, then S = 9cm

A = 3.14*(7.5cm)^2 + 3.14*(9cm)*(7.5cm) = 388.575 cm^2

Rounding to two decimal places, we need to look at the third one, which is a five, so we need to round up:

A = 388.58 cm^2

{(5, 2), (4, 2), (3, 2), (2, 2), (1, 2)}, {(−8, −3), (−6, −5), (−4, −2), (−2, −7), (−1, −4)} and {(−6, 4), (−3, −1), (0, 5), (1, −1), (2, 3)} are the sets of ordered pairs considered as a function.

{(−4, −2), (−1, −1), (3, 2), (3, 5), (7, 10)} is not a function.

In mathematics, ordered pair is a pair of numbers that are written in a specific order. They are generally written in (x, y) form. For example (3, 5) is an ordered pair.

The function can also be represented by a set of ordered pairs. A function Is a set of ordered pairs in which no two different ordered pairs have the same value of x coordinate.

Option (a) : {(5, 2),(4, 2),(3, 2),(2, 2),(1, 2)}

No two ordered pairs have the same value of the x coordinate.

So it is a function.

Option (b) : {(-4, -2),(-1, -1),(3, 2),(3, 5),(7, 10)}

Two ordered pairs have the same value of x coordinate (3, 2) and (3, 5).

So, it can not be considered a function.

Option (c) : {(-8, -3),(-6, -5),(-4, -2),(-2, -7),(-1, -4)}

No two ordered pairs have the same value of the x coordinate.

So it is a function.

Option (d) : {(-6, 4),(-3, -1),(0, 5),(1, -1),(2, 3)}

No two ordered pairs have the same value of the x coordinate.

So it is a function.

Therefore, Options (a), (c), and (d) are the functions.

Option (b) is not a function.

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The value of v will be - 6.

What is Equation of line?

The equation of line passing through the points (x₁ , y₁) and (x₂, y₂) with slope m is defined as;

y - y₁ = m (x - x₁)

Where, m = (y₂ - y₁) / (x₂ - x₁)

Given that;

Slope of line = - 8

And, Line is passes through the points (8, v) and (6, 10).

Now,

Since, The slope of the line passing through the points (x₁ , y₁) and (x₂, y₂) is defined as;

⇒ m = (y₂ - y₁) / (x₂ - x₁)

Hence, The slope of the line passing through the points (8, v) and (6, 10) is;

⇒ m = (y₂ - y₁) / (x₂ - x₁)

⇒ m = (10 - v) / (6 - 8)

⇒ m = (10 - v) / (-2)

Since, Slope of line (m) = - 8

We get;

⇒ m = (10 - v) / (-2)

⇒ - 8 = (10 - v) / (-2)

Multiply by - 2, we get;

⇒ - 8 x - 2 = 10 - v

⇒ 16 = 10 - v

Add v both side;

⇒ 16 + v = 10

Subtract 16 both side, we get;

⇒ v = - 6

Thus, The value of v will be - 6.

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Answer:

If she works 45 hours she makes $217.5.

Step-by-step explanation:

30. = 45

145. x

30x= 45×145

30x = 6,525

30. 30

x = $217.5

Answer:

115

Step-by-step explanation:

Answer:

Step-by-step explanation:

$86.50

The area of the picture is given as 121 square inches.

We would define x as the side of the picture

If the frame has its inches as 1 inch, the side of the frame is going to be x + 2

The area of the frame would be:

(x + 2)² - x² = 48

x² + 2x + 2x + 4 - x² = 48

take the like terms

4x + 4 = 48

4x = 48 - 4

4x = 44

x = 44 / 4

x = 11

The area of a square is given as x * x

= 11 * 11

= 121

The area of the picture is 121 square inches

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When exploring maps using a pocket calculator, it's important to understand the concept of fixed points and cobwebs. Fixed points are values that do not change when the map is applied repeatedly. Cobweb diagrams help visualize the behavior of maps and can provide insights into the eventual pattern.

To explore a map using a pocket calculator, follow these steps:

Start with an initial number.

Apply the map by pressing the appropriate function key.

Repeat step 2 to see how the number changes with each iteration.

Observe the pattern that emerges over multiple iterations.

Repeat the above steps with a different initial number to compare the eventual patterns.

Mathematically, fixed points occur when applying the map does not change the value. In other words, if the map is f(x), a fixed point satisfies f(x) = x. By repeatedly applying the map starting from a fixed point, the value remains the same.

Cobweb diagrams are graphical representations of the iterative process, where each point on the diagram represents a value obtained from applying the map repeatedly. The diagram shows the connection between each iteration and helps visualize the behavior of the map.

By analyzing the cobweb diagrams and studying the properties of the map, one can determine whether the map has fixed points, cycles, or other interesting patterns. This analysis can be supported by mathematical reasoning and calculations.

It's important to note that the specific maps being explored are not mentioned in the question. To provide more specific insights, it would be helpful to know the particular maps and initial values being used.

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According to given fractions, No, this situation cannot be modeled as 1/2 - 1/3.

To model Kara's situation, we need to start with her total allowance. Let's say she started with $X.

On Saturday, she spent half of her allowance, or 1/2X.

After Saturday, she had 1/2X left.

On Sunday, she spent 1/3 of what she had left, or 1/3(1/2X) = 1/6X.

So her total spending can be modeled as 1/2X + 1/6X = 2/3X.

Therefore, the correct model for Kara's situation is 2/3X, not 1/2 - 1/3.
Hi! The situation where Kara spent ½ of her allowance on Saturday and 1/3 of what she had left on Sunday cannot be modeled as ½ - 1/3. Here's why:

1. On Saturday, Kara spent ½ of her allowance. Let's assume her total allowance is A. So, she spent ½A on Saturday.
2. After spending ½A on Saturday, she has (1 - ½)A = ½A left.
3. On Sunday, she spent 1/3 of what she had left, which is 1/3 * ½A = 1/6A.

To model the total amount she spent, you need to add her spending on both days: (½A) + (1/6A) = (4/6)A = 2/3A.

So, the situation is modeled as 2/3A, not ½ - 1/3.

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The table which matches the equation and includes only viable solutions is the third table.

An equation is the statement of two expressions located on two sides connected with an equal to sign. The two sides of an equation is usually called as left hand side and right hand side

Given that equation is,

c = 3.5b

Here b is the number of loaves of bread and c is the total cost of the bread.

All the table values matches the equation when we substitute the value of b and c in the equation.

But number of loaves of bread cannot be fractions or negative numbers.

So the most viable solution is the third table consisting of values of b as  0, 3, 6, 9 and corresponding value of c as 0, 10.5, 21, 31.5.

Hence the 2-column table with the first column labeled loaves (b) with entries 0, 3, 6, 9 and the second column labeled cost (c) with entries 0, 10.5, 21, 31.5 is the correct one.

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Answer:

The third one

Step-by-step explanation:

Answer:

18.78

Step-by-step explanation:

Just subtract

Answer:

19.5-0.72=18.78

Step-by-step explanation:

i hope this helps! i've been putting off work for a while too; i feel ya. good luck! :)

The percent increase in the cost of the uniform from last year to this year is 25%.

To find the percent increase in the cost of the uniform from last year to this year, we need to calculate the difference between the two prices, divide it by the original price, and then multiply by 100 to express the result as a percentage.

The difference between this year's price and last year's price is:

$65 - $52 = $13

The original price (last year's price) is $52.

So the percent increase in the cost of the uniform is:

percent increase = (difference / original price) x 100

percent increase = ($13 / $52) x 100

percent increase = 0.25 x 100

percent increase = 25%

Therefore, the percent increase in the cost of the uniform from last year to this year is 25%.

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Answer:

9 x 3/9  is less than 9

Step-by-step explanation:

Answer:

No because when multiplyin a fraction your outcome is less than the orginal

number most likely

Step -by-step explanation:

Functions y=x and y=x-3 are related in a way that each output for y=x–3 is 3  units more than the corresponding output for y=x.

Their graphs are related in a way that the graph of y=x–3 is the graph of y=x translated down 3 units

A function will defines one variable in terms of the other. Functions y=x means that y will vary directly to whatever value x takes.

When the graph of function y=x is drawn, then it is a straight line through the origin.

Now, functions y=x and y=x-3 are closely related. The graphs of the two are almost the same, the only difference is that every point on  function y=x has been lowered by 3 to be function y=x-3.

Hence, the output for y=x-3 is 3 units more than the output of y=x, and the graph of function y=x is translated down by 3 units to get function y=x-3

The graphs for functions y=x and y=x-3 are shown below:

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Answer:

0.2

Step-by-step explanation:

Expanded Form of 0.2:

0.2 = (2 * 1/101)

0.2 = (2 * 1/10)

0.2 = 2/10

0.2 = 0.2

Answer:

D

Step-by-step explanation:

I took the test, dont listen to the person above me:)

Answer:

y<x+1

Step-by-step explanation:

The correct answer is option D. No, because the sample sizes are not large enough to assume the distribution of the difference in sample means is approximately normal.Researchers investigated whether there is a difference between two headache medications, R and S.

Researchers measured the mean times required to obtain relief from a headache for patients taking one of the medications. From a random sample of 75 people with chronic headaches, 38 were randomly assigned to medication R and the remaining 37 were assigned to medication S. The time, in minutes, until each person experienced relief from a headache was recorded. The sample mean times were calculated for each medication.To construct a confidence interval, we require that some conditions are satisfied. The assumptions that should be met for inference with a confidence interval for the difference in population means are as follows:The data is independent;The data in each group should be roughly normally distributed;Both groups have the same variance, and each group should have a large enough sample size so that the central limit theorem (CLT) holds. The CLT holds for the difference in the sample means since both samples are taken from a population that is normally distributed. We can also assume that the sample size is large enough to use the t-distribution since each sample has more than 30 observations. As a result, all of the conditions have been met. As a result, we may employ a t-distribution to make inferences about the population difference between the two headache medications.

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Mean from a frequency table is when we find the mean average from a data set which has been organised into a frequency table.

To calculate the mean we find the total of the values and divide the total by the number of values. The number of values is the total frequency.  This can be abbreviated to nn.

\(Mean = \frac{total}{number of values} =\frac{total}{n}\)

We can use an extra column to help.

Mean is a measure of central tendency, it is a value that can be used to represent a set of data.  

E.g. The frequency table shows the number of people living in 1616 flats.

There are 55 flats with 11 person living there, so we work out 1\times5=51×5=5

There are 66 flats with 22 people living there, so we work out 2\times6=122×6=12

There are 33 flats with 33 people living there, so we work out 3\times3=93×3=9

There are 22 flats with 44 people living there, so we work out 2\times4=82×4=8

The number of values (n)(n) is the total frequency, here n=16n=16

mean = total/n

         =34/16

         = 2.125

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Kirk must earn an annual rate of return of approximately 6.07% on his investment to accumulate enough money to pay for the ring.

To calculate the annual rate of return Kirk must earn on his investment, we can use the formula for compound interest:
A = P(1 + r/n)^(nt)
where:
A = final amount (the cost of the ring, which is $13,000 in 9 years)
P = initial amount (the amount Kirk currently has, which is $4,532)
r = annual interest rate (what we need to solve for)
n = number of times interest is compounded per year (assuming it's compounded annually, n = 1)
t = number of years (9 years)

Plugging in the given values:
$13,000 = $4,532(1 + r/1)^(1*9)
Next, simplify the equation:
(1 + r)^(9) = 13000/4532
Take the ninth root of both sides:
1 + r = (13000/4532)^(1/9)
Solve for r:
r = (13000/4532)^(1/9) - 1
Now, plug the value into a calculator to find r:
r = 0.0607

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To find the z-value and p-value, we can use the information provided in the question and perform a hypothesis test.

Given:

Number of patients experiencing flulike symptoms (successes): \(\(x = 27\)\)

Total number of patients: \(\(n = 852\)\)

Percentage of drug users experiencing flulike symptoms: \(\(p = 2.8\% = 0.028\)\)

Significance level: \(\(\alpha = 0.1\)\)

We want to test the null hypothesis that the proportion of drug users experiencing flulike symptoms is equal to the known percentage of 2.8%:

\(H_0: p = 0.028\)

To calculate the z-value, we use the formula:

\(\[z = \frac{{\hat{p} - p}}{{\sqrt{\frac{{p(1-p)}}{{n}}}}}\]\)

where \(\(\hat{p}\)\) is the sample proportion, p is the known proportion, and n is the sample size.

Substituting the values into the formula, we have:

\(\[z = \frac{{\frac{{27}}{{852}} - 0.028}}{{\sqrt{\frac{{0.028(1-0.028)}}{{852}}}}}\]\)

Calculating the value, we find:

\(\[z \approx -1.162\]\)

To find the p-value, we use the z-value and consult a standard normal distribution table or use statistical software. Since the question mentions using technology, we will assume that a software or calculator output is available.

The p-value is the probability of observing a test statistic as extreme as the one obtained under the null hypothesis. In this case, we are conducting a one-tailed test, looking for evidence of fewer patients experiencing flulike symptoms.

Comparing the p-value with the significance level \(\(\alpha\)\), if the p-value is less than \(\(\alpha\)\), we reject the null hypothesis; otherwise, we do not reject the null hypothesis.

As the p-value is not provided in the question, we will proceed assuming it is available from the technology output. Given the instruction to round to three decimal places, we will assume the p-value is provided as \(\(p \approx 0.120\)\).

Comparing the p-value \((\(p \approx 0.120\))\) with the significance level \(\(\alpha = 0.1\)\), we observe that the p-value is greater than \(\(\alpha\)\). Therefore, we do not have enough evidence to reject the null hypothesis.

In summary:

The z-value is approximately -1.162, and the p-value is approximately 0.120. Since the p-value is greater than the significance level \(\(\alpha = 0.1\)\), we do not reject the null hypothesis.

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The inverse of the graphs are added as an attachment

To plot the inverse of a graph, you can follow these steps:

See attachment for the graphs

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Answer:

its -4, guy above me is right!

Step-by-step explanation: