Question 3 (20 points)
Find the x and y intercept: (You can use the covering method)(Puedes usar el metodo de cubrir)
4x - 7y = 8

Answer: Linear

Step-by-step explanation: When determining whether the function table represents a linear or exponential relationship, we are checking to see if the rate of change is constant or increasing. If we look at the table, when x increases by 1, y increases by 3. This means that on that interval, the average rate of change is 3/1 = 3. When we increase x by 1 again, we see that y increases by 3 again. This means that the rate of change is constant for the function, so it must be linear.

Answer:

\(\frac{2}{9}\)

Step-by-step explanation:

The probability of an event is calculated by dividing the number of successful outcomes by the number of total outcomes. In an algebraic expression, that would be \(\frac{successful}{total}\).

In this case, there are a total of \(20+15+10=45\) ways to choose any ball, since there are \(45\) balls in the box. However, only \(10\) are yellow, so there are \(10\) ways to successfully choose a yellow ball. Therefore, the probability of choosing a yellow ball is \(\frac{10}{45}=\frac{2}{9}\). Hope this helps!

Answer:

2x +3

Step-by-step explanation:

d/dx(x2 + 3x -4)

d/dx (x^2) + d/dx(3x)- d/dx(4)

2x +3 -0

2x +3

The arithmetic expressions are solved and answered below -

5 - 9 = - 4

8 - 8 = 0

- 1 + 12 = 11

- 12 + 12 = 0

- 2 + 4 + 3 = 5

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

In mathematics, an expression or mathematical expression is a combination of terms both variables and constants. For example -

2x + 4y + 5z

4y + 2x

Given are the expressions as given in the questions.

{a} -

5 - 9 = - 4

{b} -

8 - 8 = 0

{c} -

- 1 + 12 = 11

{d} -

- 12 + 12 = 0

{e} -

- 2 + 4 + 3

5

{f} -

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

Therefore, the arithmetic expressions are solved and answered below -

5 - 9 = - 4

8 - 8 = 0

- 1 + 12 = 11

- 12 + 12 = 0

- 2 + 4 + 3 = 5

- 4 + 3 + 2 - 1 = - 2 + 2 = 0

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{Complete question -

Calculate the following:

a) 5-9

b) 8-8

c) -1 + 12

d) -12 + 12

e) -2 +4+3

f) -4-3+2-1}

Answer:

8.66 ft

Step-by-step explanation:

A square is a shape that has an equivalent length and breadth across it’s cross section.

What this means is that measuring the length across the top and bottom will yield the same length value.

Thus, mathematically, let’s call the measured height h

The square of this height gives the area

thus;

h^2 = 75

h = √75

h = 8.660254037844

This is approximately 8.7 to one decimal place

Según yo es 20

Step-by-step explanation:

sumas los lados

If every individual in a population has an equal chance of being selected for a sample, the sample is said to be a "random sample" or a "simple random sample."

A random sample is a sampling technique used in statistics to gather data from a population. It is considered one of the most unbiased and reliable methods for selecting a sample. In a random sample, each individual in the population has an equal probability of being selected, regardless of their characteristics or attributes.

This equal chance of selection eliminates any systematic bias and ensures that the sample is representative of the population.

The process of obtaining a random sample involves assigning a unique identifier to each individual in the population and using a randomization method to select the desired number of individuals.

Random sampling can be conducted through various techniques, such as simple random sampling, where individuals are selected directly from the population using a random number generator or a randomization table.

The goal of a random sample is to reduce the potential for selection bias and increase the generalizability of the findings to the larger population. By giving every individual an equal opportunity to be included in the sample, researchers can make more accurate inferences and draw conclusions about the population as a whole.

This type of sampling method ensures that each member of the population has an equal opportunity to be included in the sample, making it a representative subset of the population.

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This comparison can provide insights into potential disparities in college choices based on the type of high school attended.

The students from public high schools and private high schools are the two independent samples in this study. The goal of the study is to compare how likely these two groups are to attend public colleges.

The principal test comprises of 100 understudies haphazardly chose from public secondary schools. Out of this example, 60 understudies were intending to go to a public school. The second sample consists of 50 students who planned to attend a public college out of a total of 100 students who were selected at random from private high schools.

By contrasting the extents of understudies arranging with go to public universities in each example, the review tries to decide whether there is a tremendous distinction in the probability of going to public universities between understudies from public secondary schools and those from private secondary schools. Based on the type of high school attended, this comparison may provide insight into potential disparities in college choices.

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Answer:

D. 14

Step-by-step explanation:

im just different

Answer:

x=10

Step-by-step explanation:

Answer:

24

Step-by-step explanation:

Check the picture below.

let's firstly convert the mixed fractions to improper fractions and then subtract.

\(\stackrel{mixed}{42\frac{1}{2}}\implies \cfrac{42\cdot 2+1}{2}\implies \stackrel{improper}{\cfrac{85}{2}} ~\hfill \stackrel{mixed}{67\frac{3}{7}}\implies \cfrac{67\cdot 7+3}{7}\implies \stackrel{improper}{\cfrac{472}{7}} \\\\[-0.35em] ~\dotfill\\\\ \cfrac{472}{7}~~ - ~~\cfrac{85}{2}\implies \cfrac{(2)472~~ - ~~(7)85}{\underset{\textit{using this LCD}}{14}}\implies \cfrac{944~~ - ~~595}{14}\implies \cfrac{349}{14}\implies 24\frac{13}{14}\)

1162 of the dimension 2" x 4" x 16'-0" lengths are needed for the blocking

The dimension of the block is given as:

Length = 2"

Width = 4"

Height = 16"

The volume of the above block is

Volume = Length * Width * Height

Substitute the known values in the above equation

Volume = 2" * 4" * 16"

Evaluate the product

Volume = 128"

22" pieces can be gotten from the above volume.

So, the number of pieces is:

Piece = 128"/22"

Evaluate

Piece = 5.81

The number of length from the dimension is:

Number = 200 * 5.81

Evaluate the product

Number = 1162

Hence, 1162 of the dimension 2" x 4" x 16'-0" lengths are needed for the blocking

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The present value of the cash flows is approximately $1,586.2.

The appropriate discount rate for the given cash flows is 12 percent compounded quarterly. The cash flows and their respective years are as follows:

Year 1 Cash flow = $800

Year 2 Cash flow = $500

Year 3 Cash flow = $0

Year 4 Cash flow = $1,100

To find the present value of these cash flows, we can use the present value formula:

Present value = Cash flow / (1 + r/n)^(n*t)

Where:

r = Rate of interest

n = Number of times compounded annually

t = Number of years

Cash Flow 1:

The present value of Cash flow 1 is given by:

PV1 = $800 / (1 + 0.12/4)^(1*4)

PV1 = $800 / (1.03)^4

PV1 = $626.31 (approx)

Cash Flow 2:

The present value of Cash flow 2 is given by:

PV2 = $500 / (1 + 0.12/4)^(2*4)

PV2 = $500 / (1.03)^8

PV2 = $348.56 (approx)

Cash Flow 3:

The present value of Cash flow 3 is given by:

PV3 = $0 / (1 + 0.12/4)^(3*4)

PV3 = $0 / (1.03)^12

PV3 = $0 (approx)

Cash Flow 4:

The present value of Cash flow 4 is given by:

PV4 = $1,100 / (1 + 0.12/4)^(4*4)

PV4 = $1,100 / (1.03)^16

PV4 = $611.33 (approx)

Hence, the total present value of the given cash flows is:

PV = $626.31 + $348.56 + $0 + $611.33

PV = $1,586.2

Thus, the present value of the cash flows is approximately $1,586.2.

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To find the standard normal random variable z transformed from x, we first need to calculate the z-score of x. The formula for the z-score is:

z = (x - mean) / standard deviation

Substituting the values given in the question, we get:

z = (x - 12) / 9

We can then transform this equation to solve for x in terms of z:

x = mean + z * standard deviation

Substituting the values for mean and standard deviation, we get:

x = 12 + z * 9

Therefore, the standard normal random variable z transformed from x is:

x = 12 + z * 9
To transform a given value (x) from a normal distribution with mean (μ) and standard deviation (σ) to a standard normal random variable (z), you can use the z-score formula:

z = (x - μ) / σ

In this case, the normal distribution has a mean (μ) of 12 and a standard deviation (σ) of 9. To transform any value x from this distribution to a standard normal random variable (z), you can follow these steps:

Step 1: Subtract the mean (μ) from the given value (x).
z = (x - 12)

Step 2: Divide the result by the standard deviation (σ).
z = (x - 12) / 9

Now you have the formula to transform any value x from the given normal distribution to a standard normal random variable (z).

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Answer:

\(0.79\)

Step-by-step explanation:

\(\mathrm{Probability\ of\ losing+Probability\ of\ winning=1}\\\mathrm{or,\ Probability\ of\ losing=1-0.21}\\\mathrm{\therefore Probability\ of\ losing=0.79}\)

The fraction of the 30 cakes does Simon have left with os 7/10

A fraction is a part of a whole number, and a way to split up a number into equal parts.

Given that, Simon makes 30 cakes, he gives 1/5 of the cakes to Sali, he gives 10% of the 30 cakes to Jane,

We need to find, what fraction of the 30 cakes does Simon have left,

Number of cakes given to Sali = 1/5 of 30

= 30 / 5 = 6

That mean, Sali got 6 cakes out of 30.

Number of cakes given to Jane = 10% of 30

= 30 × 10/100

= 300 / 100

= 3

That mean, Jane got 3 cakes, out of 30.

The remaining number of cake = 30 - (6+3)

= 30 - 9

= 21

Therefore, the fraction of cakes left = 21 / 30

= 7/10

Hence, the fraction of the 30 cakes does Simon have left with os 7/10

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Answer:

3x +6-6 =2y

=) 3x =2y

=) 3x/2 =y

Let x = 4 then, 3 ×4 / 2 =y

= ) 12/2 =y

=) 6 =y

y =6

Answer:

3

Step-by-step explanation:

3×2 + 6 - 2×3 =6

to make the LHS equals to RHS (6).

x should be 2 and y should be 3

The length of a vector 'v' in an n-dimensional Euclidean space is calculated as the square root of the dot product of the vector with itself, or ‖v‖ = \(\sqrt{(v.v)}\) = \(\sqrt{(v1^{2}+v2^{2} +.... + vn^{2} )}\).

The length of a vector 'v' in an n-dimensional Euclidean space is denoted as ‖v‖ and can be calculated asthe vector's dot product with itself, square root:

‖v‖ = \(\sqrt{(v.v)}\) = \(\sqrt{(v1^{2}+v2^{2} +.... + vn^{2} )}\)

So, to find the length of the vector 'v', we simply substitute its components in the above equation.

The length of a vector, also known as its magnitude or norm, is a scalar value that represents the magnitude of the vector in a given space. In the context of an n-dimensional Euclidean space, the length of a vector can be calculated as the square root of the dot product of the vector with itself. This calculation is based on the Pythagorean theorem, which states that the square of the length of the hypotenuse of a right triangle is equal to the sum of the squares formed by the other two sides' lengths.

In mathematical terms, the length of a vector 'v' in an n-dimensional Euclidean space is calculated as follows:

‖v‖ = \(\sqrt{(v.v)}\) = \(\sqrt{(v1^{2}+v2^{2} +.... + vn^{2} )}\)

where 'v' is the vector, and 'v1', 'v2', ..., 'vn' are its components in the n-dimensional space. The dot product of the vector with itself (v · v) is equivalent to the sum of the squares of its components. The square root of this sum is the final length of the vector.

The length of a vector is an important concept in linear algebra and geometry. It is used to measure the distance between two points in a space, to calculate angles between vectors, to normalize vectors, and for various other mathematical and practical applications.

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Pythagorean theorem states that in a right triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the lengths of the other two sides. Correct answer is option (c).

To determine which set of numbers could represent the three sides of a right triangle, we can use the Pythagorean theorem:

a. {13, 48, 50}:

Using the Pythagorean theorem: 13² + 48² = 169 + 2304 = 2473 ≠ 50²

Therefore, this set of numbers does not represent the sides of a right triangle.

b. {49, 55, 73}:

Using the Pythagorean theorem: 49² + 55² = 2401 + 3025 = 5426 ≠ 73²

Therefore, this set of numbers does not represent the sides of a right triangle.

c. {16, 63, 65}:

Using the Pythagorean theorem: 16² + 63² = 256 + 3969 = 4225 = 65^²

Therefore, this set of numbers represents the sides of a right triangle.

d. {20, 72, 75}:

Using the Pythagorean theorem: 20² + 72² = 400 + 5184 = 5584 ≠ 75²

Therefore, this set of numbers does not represent the sides of a right triangle.

Based on the Pythagorean theorem, the set of numbers {16, 63, 65} represents the sides of a right triangle.

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Answer:

firgure it out yourself because no one helps me

Step-by-step explanation:

.

I would say D

Hope I helped :)

To solve the problem we should know about Expressions.

In mathematics, an expression is defined as a set of numbers, variables, and mathematical operations formed according to rules dependent on the context.

The value of x in the inequality should be ≥8.

Given to us

\((0.5x - 0.75) \geq 3.25\\\\0.5x \geq 3.25+ 0.75\\\\0.5x\geq 4\\\\x\geq \dfrac{4}{0.5}\\\\x\geq 8\)

Hence, the value of x in the inequality should be ≥8.

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Answer:

8.2FT

Step-by-step explanation:

Answer:

The answers 8.2!!

Step-by-step explanation:

I just guessed on the usatestprep and got it lol

The probability of winning in the game can be calculated by dividing the net gain by the cost to play the game, resulting in a probability of winning of 1 in every 250 games.

To determine the probability of winning, we need to compare the net gain with the cost to play the game. In this case, the cost to play is $X, and the net gain is $100,000 - $X. The expected value of the game is given as $Y. Since the expected value is the average outcome over many games, it can be calculated by multiplying the probability of winning by the net gain and subtracting the probability of losing multiplied by the cost to play:

Y = (1/250) * ($100,000 - $X) - (249/250) * $X

Simplifying the equation, we get:

Y = ($100,000 - $X)/250 - (249/250) * $X

Given that the expected value Y is $0, we can solve for X:

($100,000 - $X)/250 - (249/250) * $X = $0

Solving this equation, we find that X is equal to $399.60. Therefore, the probability of winning is approximately 1 in every 250 games.

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No, the standard deviation of a data set can never be negative. The standard deviation is a measure of the dispersion or spread of data points from the mean.

It is calculated by taking the square root of the variance, which is the average of the squared differences between each data point and the mean.

Since the variance involves squaring the differences, it ensures that all values are positive. Taking the square root of the positive variance yields a positive value, which is the standard deviation. Thus, the standard deviation is always non-negative.

Similarly, the Interquartile Range (IQR) cannot be negative. The IQR is a measure of statistical dispersion that represents the range between the first quartile (25th percentile) and the third quartile (75th percentile) of a dataset. It provides insights into the spread of the central 50% of the data.

Like the standard deviation, the IQR involves calculating the difference between specific percentiles. Since percentiles represent ordered values in a dataset, the difference between them is non-negative, ensuring that the IQR is also non-negative.

In summary, both the standard deviation and the IQR are measures of dispersion that involve calculating differences between values in a dataset, ensuring that they cannot be negative.

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\(ANSWER:\\0.00075\\HOPE\\IT\\HELPS!\\MARK\\BRAINLIEST\\IF\\IT\\DOES\\I\\WILL\\BE\\JOYFUL! :)\\I\\LOVE\\HELPING\\OTHERS!\)                             \(The\) \(exponent\) is negative; the number is small.

Answer:

The answer is 17/9.

Step-by-step explanation:

5 2/3 = 17/3

3 = 2 3/3

17/3 / 9/3

17/3 * 3/9

= 17/9

answer:

the answer is 40 because any expression divides itself is equals to 1

Step-by-step explanation:

Hi there!  

»»————-　★　————-««

I believe your answer is:  

\(\frac{1}{x^3}\)

»»————-　★　————-««  

Here’s why:

⸻⸻⸻⸻

\(\boxed{\text{Calculating the Answer...}}\\\\x^5\div x^8\\---------\\\rightarrow \text{Rewrite as:} \frac{x^5}{x^8}\\\\\rightarrow \text{Recall the exponent rule: } \frac{x^a}{x^b}=x^{a-b}\\\\\rightarrow \frac{x^5}{x^8} = x^{-3}\\\\\rightarrow \text{Recall the exponent rule: }x^{-b}=\frac{1}{x^b}\\\\\rightarrow x^{-3}\\\\\rightarrow \boxed{\frac{1}{x^3}}\)

⸻⸻⸻⸻

»»————-　★　————-««  

Hope this helps you. I apologize if it’s incorrect.  

So, the evaluations are:

a) (f + g)(x) = 4x - 6

b) (g - f)(x) = -8x + 8

c) (h + g)(-3) = -11

d) (f × h)(x) = -12x³ + 14x²

e) (f × o h)(x) = -12x² - 7

f) (f × o h)(4) = -199

a) (f + g)(x):

To find (f + g)(x), we add the two functions f(x) and g(x):

(f + g)(x) = f(x) + g(x) = (6x - 7) + (-2x + 1) = 6x - 7 - 2x + 1 = 4x - 6

b) (g - f)(x):

To find (g - f)(x), we subtract the function f(x) from g(x):

(g - f)(x) = g(x) - f(x) = (-2x + 1) - (6x - 7) = -2x + 1 - 6x + 7 = -8x + 8

c) (h + g)(-3):

To find (h + g)(-3), we substitute x = -3 into both functions h(x) and g(x), and then add them:

(h + g)(-3) = h(-3) + g(-3) = (-2(-3)²) + (-2(-3) + 1) = (-2(9)) + (6 + 1) = -18 + 7 = -11

d) (f × h)(x):

To find (f × h)(x), we multiply the two functions f(x) and h(x):

(f × h)(x) = f(x) × h(x) = (6x - 7) × (-2x²) = -12x³ + 14x²

e) (f * o h)(x):

To find (f × o h)(x), we first find the composition of functions f and h, and then multiply the result by f(x):

(f × o h)(x) = f(h(x)) = f(-2x²) = 6(-2x²) - 7 = -12x² - 7

f) (f * o h)(4):

To find (f × o h)(4), we substitute x = 4 into the function (f × o h)(x):

(f × o h)(4) = -12(4)² - 7 = -12(16) - 7 = -192 - 7 = -199

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