Draw a line representing the "rise" and a line representing the "run" of the line. State the slope of the line in simplest form.

Answer:

Prime. Prime numbers can only be divided by the whole number, or one.

The number of students in class were prime.

A number system is defined as a system of writing to express numbers.

Given,

Mr. Baker wants to divide his class into smaller, equal-sized groups of students. He can split them by using division method.

Class cannot be divided evenly into any size group except for individual groups of 1. We know that A division is a process of splitting a specific amount into equal parts.

He is unable to split the class students equally.

It means the number of students in class were prime numbers.

A prime number cannot be divided by any other number except itself.

If the number of students are composite then it can be splitted to equal groups.

Hence the number of students in class were prime.

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The lower triangle of a matrix is the area of the matrix that is below the main diagonal. It consists of all elements on and below the main diagonal (i.e. elements aij, where i>j). The elements in the lower triangle are often referred to as the "lower elements" or "lower entries".

A matrix can be divided into two main parts: the upper triangle (above the main diagonal) and the lower triangle (below the main diagonal). The lower triangle is made up of all the elements of the matrix that are on or below the main diagonal. For example, if we have the following matrix:

Where L is the lower triangle of the matrix A, and U is its upper triangle.

In conclusion, the lower triangle of a matrix is an area of the matrix below the main diagonal, which is useful for various operations, such as solving linear equations, calculating determinants, finding eigenvalues, and computing inverse matrices.

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Answer:

A. {(-4,-6), (-3,-2), (1,-2), (1,0)}

Step-by-step explanation:

Answer:

He adds 2 each time it is multiplied by 3

Th sequence is T(n)=3n+1

Answer:

\(19.05(2 \: d.p.)\)

Step-by-step explanation:

Before we begin let's recall the percentage increase formula.

\(\% \: increase = \frac{new \: value - initial \: value}{initial \: value} \times 100\)

So using this formula we get

\( \frac{50 - 42}{42} \times 100 \)

\( = 19.05(2 \: d.p.)\)

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The equation of a rational function with a vertical asymptote at x=7 and an x-intercept at x=-2 is f(x) = (x + 2)/(x - 7)

Rational functions  are functions that are represented by the quotient of two polynomials or radicals.

This means that, a rational function is represented by a fraction whose numerator and denominator are polynomials or radicals

The given parameters are

Vertical asymptote: x = 7

x-intercept: x = 2

The basic rule to create the rational function is to use the following equation

y = (x - x-intercept)/(x - vertical asymptote)

Substitute the known values in the above equation

So, we have

y = (x - -2)/(x - 7)

Evaluate the difference

So, we have

y = (x + 2)/(x - 7)

Rewrite the equation as a function

So, we have

f(x) = (x + 2)/(x - 7)

Hence, the equation of a rational function with a vertical asymptote at x=7 and an x-intercept at x=-2 is f(x) = (x + 2)/(x - 7)

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Two-tailed because there is no predicted direction of the difference. The correct answer is D.

In hypothesis testing, a one-tailed test is used when the researcher has a specific prediction about the direction of the effect. They expect the results to be either greater than or less than a certain value. However, in this scenario, the researcher simply wants to investigate whether the new type of exercise improves people's health without any specific directional prediction.

A two-tailed test is appropriate when the researcher wants to determine if there is a significant difference between the groups being compared, but without specifying the direction of the difference. In this case, the researcher wants to examine if the new exercise has any effect on health, whether it improves or worsens it. Therefore, a two-tailed test is suitable as it allows for the possibility of observing a significant difference in either direction.

Therefore, considering these factors, the researcher should conduct a two-tailed test to assess the potential impact of the new exercise on people's health. The correct answer is D.

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Answer:

x = - \(\frac{2}{3}\) , x = \(\frac{34}{3}\)

Step-by-step explanation:

The absolute value function always gives a positive value, however, the expression inside can be positive or negative, that is

- 3x + 16 = 18 or -(- 3x + 16) = 18

Solving

- 3x + 16 = 18 ( subtract 16 from both sides )

- 3x = 2 ( divide both sides by - 3 )

x = - \(\frac{2}{3}\)

or

-(- 3x + 16) = 18

3x - 16 = 18 ( add 16 to both sides )

3x = 34 ( divide both sides by 3 )

x = \(\frac{34}{4}\)

As a check

Substitute these values into the left side of the equation and if equal to the right side then they are the solutions.

| - 3(- \(\frac{2}{3}\) ) + 16 | = | 2 + 16 | = | 18 | = 18 ← True

| - 3(\(\frac{34}{3}\) ) + 16 | = | - 34 + 16 | = | - 18 | = 18 ← True

Thus x = - \(\frac{2}{3}\) and x = \(\frac{34}{3}\) are the solutions

Given:-

g(x)=18

To find:-

x

Solution:-

g(x)=(-3x+16)

18=-3x+16

18-16=-3x

2=-3x

x=2/-3

hope it helps you!

The proof that at least three of any 25 days chosen must fall in the same month of the year holds true because; there are twelve months in a year.

This proof required for the statement in the task content follows from the fact that, there are 12 months in a year.

Hence, the proof that at least three of any twenty-five, 25 days chosen must fall in the same month of the year is because, there are 12 months in a years and after choosing two days from each month, amounting to 24 days, the 25th day would fall into a month and hence, such month has 3 days already.

Ultimately, the statement that at least three of any 25 days chosen must fall in the same month of the year holds true because there are 12 months in a year.

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The sum of the diagonals is 60, rounded to the nearest tenth.

Let's call the width of the rectangle "w". Then the length is 3 times the width or 3w. The area of the rectangle is 1800 square meters, so:

w * 3w = 1800

w^2 * 3 = 1800

w^2 = 600

w = √600 = √(600^(1/2)) = √(600^(1/2)) = 6 √(10^(1/2))

So the width is 6 √(10^(1/2)) and the length is 3 * 6 √(10^(1/2)) = 18 √(10^(1/2)).

The sum of the diagonals is the square root of the sum of the squares of the lengths of the two sides, so:

d = √(w^2 + (3w)^2)

d = √(w^2 + 9w^2)

d = √(10w^2)

d = √(10 * w^2)

d = √(10 * (6 √(10^(1/2)))^2)

d = √(10 * (6^2 * (10^(1/2)))^2)

d = √(10 * (36 * 10))

d = √(10 * 360)

d = √3600

d = 60

So the sum of the diagonals is 60, rounded to the nearest tenth.

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f(-2) = -3

F(-1) = 2

f(0) = -1

Answer: x=10

Step-by-step explanation:

Supplementary angles 142+2(x+9)=180

Subtract 142 frrom both sides

2(x+9)=38

now distribute

2x+18=38

subtract again

2x=20

Divide both sides by 2

x=10

Answer:

0.45

Step-by-step explanation:

You divided 2.25 by 5

Answer:

???????????

Step-by-step explanation:

sorry cant help

The linear function for this problem is defined as follows:

y = x + 50.

The slope-intercept equation for a linear function is presented as follows:

y = mx + b

In which:

The graph touches the y-axis at y = 50, hence the intercept b is given as follows:

b = 50.

When x increases by 10, y also increases by 10, hence the slope m is given as follows:

m = 10/10

m = 1.

Hence the function is given as follows:

y = x + 50.

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Answer:

Step-by-step explanation:

Method to solve system by elimination :

Let me give an example :

a(x) + b(y) = c

d(x) + e(y) = f

multiply equation 1 by d and 2 by a

ad(x) + bd(y) = cd

ad(x) + ae(y) = a(f)

Now subtract or add as given in the situation .

y(bd - ae) = cd - a(f)

y = (cd - a(f))/(bd - ae)

Now put the value of y in 1 or 2 and get the value of x

Answer:

Step-by-step explanation:

No its A dont listen to anyone else but me

Xavier's average speed is 1 kilometer per minute.

To calculate Xavier's average speed, we need to determine the total time it took him to reach Terminal B and the distance traveled.

Given that Henry had completed 3/4 of the journey when Xavier reached Terminal B, it means Xavier took 1/4 of the total time for the journey. Since Xavier reached Terminal B 30 minutes earlier than Henry, we can infer that Xavier took 30 minutes for his part of the journey.

Since Henry was 30 km away from Terminal B when Xavier reached it, we can assume that Xavier traveled the remaining 30 km to reach Terminal B.

Therefore, Xavier's average speed can be calculated as the distance divided by the time:

Average Speed = Distance / Time = 30 km / 30 minutes = 1 km/minute.

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Answer:  14 inches of wire can be bought for 42 cents.

Given, 19 inches of wire costs 57 cents.

We need to find out how many inches of wire can be bought for 42 cents.

Let x be the number of inches of wire that can be bought for 42 cents.

As we know, wire costs at the same rate, we can set up a proportion to solve for x:

19/57 = x/42

Simplifying, we get:

x = (19 × 42)/57

x = 798/57

x = 14

Therefore, 14 inches of wire can be bought for 42 cents.

To solve the given problem, we can use the concept of proportionality. Since the cost of the wire remains the same, we can assume that the rate of change between the cost and the length of the wire is constant. By setting up a proportion using this idea, we can solve for the length of wire that can be bought for a given cost. Thus, 14 inches of wire can be bought for 42 cents.

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Answer:

jdkkdksmsmsmsksksksksksmaMmamMamnz

Step-by-step explanation:

nnznznznznxnxnxnsnskakakakakakzznnznanananaan

Answer:

The table on the far left

Step-by-step explanation:

We know this table is a linear function because the y values increase with a constant speed (in that table, the speed is \(\frac{1}{2}\))

El valor que satisface D es 188.

El modelo matemático será así:

D/d = 12(resto 8)

si escribimos 8 como resto de D, entonces:

(D-8) /d=12

D-8= 12d o se puede escribir D= 12d+8

luego sustituya D= 12d+8 por D+d= 203

D+d= 203

(12d +8) +d= 203

13d= 203-8

13d= 195

re=15

sustituir d=15 en D+d= 203

D+d= 203

D+15=203

D=203-15

D=188

El modelo matemático es una forma de interpretación humana al traducir o formular problemas existentes en forma matemática, de modo que el problema pueda resolverse utilizando las matemáticas.

El uso principal de los modelos matemáticos es ayudar a las personas a comprender los problemas y simplificarlos para que puedan resolverse.

, los siguientes son algunos de los usos que se obtienen al utilizar un modelo matemático, a saber:

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Answer:  Answer would be A.

Step-by-step explanation:  1/4 multiplied by 1/3 equals 1/12.  A is the only option showing this correctly.

Answer:

25%

Step-by-step explanation:

Piece 1 = x + y > 1 - x - y

Piece 2 = x + (1 - x - y) > y

Piece 3 = y + (1 - x - y > x

Not going to lie, I had to look up how to calculate the probability of this lol

Hopefully this is right and you do well!

If it is follow my gram Greyhasnoshame

Applying the formula for area of a rectangle, the length of the rectangle can be expressed as: 3x + 2.

Recall:

Area of a rectangle (A) = L x W

Given:

Area of rectangle (A) expressed as: 9x + 6

Width (W) = 3

Length (L) = ?

9x + 6 = L x 3

\(9x + 6 = 3L\)

\(\frac{9x}{3} + \frac{6}{3} = \frac{3L}{3}\\\\3x + 2 = L\\\\L = 3x + 2\)

Therefore, applying the formula for area of a rectangle, the length of the rectangle can be expressed as: 3x + 2.

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Greetings from Brasil...

Let's isolate G

F = 2G + 2H

2G = F - 2H

Answer:

\(\sf g= \dfrac{f}{2}-h\)

Step-by-step explanation:

"Solve for g" means to apply arithmetic operations to isolate g.

Given equation:

\(\sf f = 2g + 2h\)

Subtract 2h from both sides:

\(\implies \sf f -2h= 2g + 2h-2h\)

\(\implies \sf f -2h= 2g\)

Divide both sides by 2:

\(\implies \sf \dfrac{f}{2}-\dfrac{2h}{2}= \dfrac{2g}{2}\)

Cancel the common factor of 2:

\(\implies \sf \dfrac{f}{2}-\dfrac{\diagup\!\!\!\!2\:h}{\diagup\!\!\!\!2}= \dfrac{\diagup\!\!\!\!2\:g}{\diagup\!\!\!\!2}\)

\(\implies \sf \dfrac{f}{2}-h=g\)

Switch sides:

\(\implies \sf g= \dfrac{f}{2}-h\)

Answer:

slope=3 and put points on (1,3) and (2,6) to graph

Step-by-step explanation:

Answer:

The slope is 3

Plot these two points on the graph: (1,3) and (4,12)

Step-by-step explanation:

Slope = y2-y1/x2-x1

Let's find two ordered pairs

(1,3)     (2,6)

x1y1     x2y2

6-3/2-1 = 3/1 = 3

The slope is 3

To graph, plot these two points on the graph:

(1,3) and (4,12)

Be sure you connect them

Hope this helps :)

The correct option is (a) two factors and three levels. The design has two factors (time of day) and three levels (7 a.m., noon, and 5 p.m.).

In this research design, the factor is the time of day and it has three levels: 7 a.m., noon, and 5 p.m. The researcher is conducting an ANOVA test to measure the influence of the time of day on reaction time.

The factor is the time of day, and it has three levels: 7 a.m., noon, and 5 p.m. The ANOVA test will help determine if there are any significant differences in reaction times between these three periods throughout the day.

Therefore, the design has two factors (time of day) and three levels (7 a.m., noon, and 5 p.m.). The ANOVA test will be used to analyze the influence of the time of day on reaction time.

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The simplified form of subtraction is 3/2.

The simplified form of x+7/2 subtracted by x+4/2 is 3/2.

1. Start with the original expression: x+7/2 - (x+4/2)

2. Distribute the negative sign: x+7/2 - x - 4/2

3. Combine like terms: 7/2 - 4/2

4. Simplify by subtracting: 3/2

So the simplified form is 3/2.

Subtraction is an arithmetic operation tat represents the operation of removing an object from a collection. Subtraction is indicated by a minus sign, −. For example, in the image next to it, 5 − 2 peaches—meaning 5 peaches with 2 picked for a total of 3 peaches.

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