The graph shows four ordered pairs that representation which ordered par represents that is not equivalent to the others A 212 B 3.1 (5.24 D 16,361​

The points on the scatter plot show the different predictions. The straight line drawn is called the line of regression.

Errors in prediction for each point can be determined by drawing a vertical line from the point to the line of regression. As seen in the image, all of the prediction points are found on the line except for points (14,25) and (16,25). Therefore, these points contain errors in prediction.

The graph that represent this data using the points is added as an attachment

From the question, we have the following parameters that can be used in our computation:

The x and y values

Where

x = stars

y = price

To determine the graph that represent the data, we enter the x and y values in a graphing tool to create the graph

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Answer:fafdafadfaf

Step-by-step explanation:

Answer:

-8 + 19 = 11ºF

Step-by-step explanation:

The instantaneous rate of change is -6 words per day,

the number of words Alex remembers after 5 days, option (D).

What is the instantaneous rate of change ?

An instantaneous rate is the rate at some instant in time. An instantaneous rate is a differential rate: -d[reactant]/dt or d[product]/dt. We determine an instantaneous rate at time t: by calculating the negative of the slope of the curve of concentration of a reactant versus time at time t.

Have given,

Alex learned 80 new vocabulary words

and after t days he learned,

W(t) = \(80 (1-0.1t)^{3}\)

differentiate respect of t

W'(t) = \(80 \frac{d}{dt} (1-0.1t)^{3}\)

W'(t) = \(80 * 3(1-0.1t)^{2} \frac{d}{dt}(1-0.1t)\)

W'(t) = \(240(1-0.1*5)^{2} (0.1)\)

W'(t) = 6

That's mean , the instantaneous rate of change is -6 words per day.

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Answer:

There is a answer to the question

A) For car 1, a linear function, for car 2, an exponential function can be used to describe its value.  B) Functions are Car 1: f(x) = 18500 - 1104x and Car 2: f(x) = 17500 * (1 - 0.05)^x.  C) The value of Car 1 after 9 years is $8564 and that of car 2 is $11029.36.

Part A:

The value of Car 1 decreases by a fixed amount each year, so a linear function can be used to describe its value. The value of Car 2 decreases by a percentage each year, so an exponential function can be used to describe its value.

Part B:

The following functions can be used to describe the value of each car:

Car 1: f(x) = 18500 - 1104x

Car 2: f(x) = 17500 * (1 - 0.05)^x

Part C:

The value of Car 1 after 9 years is f(9) = 18500 - 1104 * 9 = $8564.

The value of Car 2 after 9 years is f(9) = 17500 * (1 - 0.05)^9 = $11029.36.

There is a significant difference in the value of the two cars after 9 years. Car 2 will have a value of $11029.36, while Car 1 will have a value of $8564. This difference is due to the fact that Car 2 depreciates at a slower rate than Car 1.

Here is a table showing the value of each car after 9 years:

Car Value after 9 years

Car 1 $8564

Car 2 $11029.36

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Punnet squares are a diagram which biologist use to determine the probability of an offspring having a particular trait.

Steps to calculate Punnet square:

Step 1 : Determining parental genotypes

Step 2: Set up the Punnet square

(a) Draw a square with four boxes within it.

(b) Write the mother's genotype on top of the square. Each letter will be above one box.

(c) Write the father's genotype on the left side of the square. Each letter will be next to one box.

Step 3: Cross the P generation

Step 4: Determine the Phenotypes of the F1 generation

Step 5: Calculate Phenotypic probabilities

So this is how we calculate Punnet square.

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to fly up in the air to be the opposite distance from you when you are swimming, they need, by radicals, √20 +√ 29 +√13 = √62

A radical is a symbol for the square root or nth root. Root expressions are those that contain square roots. A number or word that appears there is a radical's radicand. Examples are the radicals 7 and 2y+1. Radicals can also be characterised by the following terms: Equations containing radicals are referred to as radical equations. The expression found inside the square root is known as a "root expression." The digits 2, 372, 2x+7, and 41p serve as illustrations of radical representations.The term "root expression" refers to the expression found inside the square root. Examples of radical representations are the numbers 2, 372, 2x+7, and 41p.

to fly up in the air to be the opposite distance from you when you are swimming, they need ,

by radicals

√20 +√ 29 +√13 = √62

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Answer:

y = -3x + 10

Step-by-step explanation:

slope of perpendicular line = -3

y-1 = -3(x-3)

y-1 = -3x + 9

y = -3x + 9 + 1

y = -3x + 10

Answer:

-40u+24x+24

Step-by-step explanation:

Distribute, the -8 times all the numbers inside the parenthesis, and simplify

Answer: 7.635 square meters

Step-by-step explanation:

Both triangles have the diameter as one of their sides and they both have a vertex on the circumference of the circle. Thus, the two triangles are right triangles, and the hypotenuse of the triangles is the diameter.

Use the Pythagorean Theorem: \(a^2+b^2=c^2\)

Square root both sides to isolate c (hypotenuse/diameter): \(c=\sqrt{a^2+b^2}\)

Plug in the values of a and b to calculate c: \(c=\sqrt{3^2+4^2}=\sqrt{9+16}=\sqrt{25}=5\)

The diameter of the circle is 5 meters, so the radius of the circle is 2.5 meters.

Plug in the radius into the equation for the area of a circle: Area = \(\pi r^2=\pi *2.5^2=6.25\pi\) square meters.

The equation for the area of a triangle is \(\frac{1}{2}bh\), where b is the base of the triangle and h is the height of the triangle.

Since we have two congruent triangles, the total area of the two triangles combined is simply b*h.

Plug in the values of b and h to get b*h = 3*4 = 12 square meters.

Subtract the total area of the two triangles combined from the area of the circle to get the area of the shaded region: \(6.25\pi - 12=7.635\) square meters.

Answer:

I think it's 20

Step-by-step explanation:

10x4÷2 because vase times height,the divide by 1/2 which it 2 so answer is 20

The inverse function of f (x) = 1/3x - 2 is f⁻¹(x) = 3(x + 2), the value of a is 3, and the value of x-intercept is x = -2.

To find the inverse of the given function as it is not a one to one function (has the same value f(x) for more that one value of x) you restrict the domain to get a function one to one.

What is a function?

Each element of X receives exactly one element of Y when a function from one set to the other is used. The sets X and Y are collectively referred to as the function's domain and co-domain, respectively.

Given:

f (x) = 1/3x - 2

Find its inverse as shown below,

Add 2 to x and then divide by 1/3 as shown below,

f⁻¹(x) = (x + 2) / 1/3

f⁻¹(x) = 3(x + 2)

compare with f⁻¹(x) = a (x + 2)

a = 3

Calculate the x-intercept by putting f(x) = 0

0 = x + 2

x = -2

In a quadratic function as given use the vertex to restrict the domain; restrict the domain using coordinate x of the vertex.

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asasas)gggggggggggggggghh

Samara will be paid $4.10 for drying 16.4 pounds of apricots.

To calculate the payment for the purchase of the item, we can use the formula:

Payment = Rate × Amount

Here, the rate is the amount paid per pound and the amount is the total number of pounds item.

To calculate Samara's payment for drying apricots, we can use the formula:

Payment = Rate × Amount

As per the question, the rate is $0.25 per pound, and the amount is 16.4 pounds.

So, substitute these values into the formula:

Payment = $0.25 × 16.4

Multiply $0.25 by 16.4:

Payment = $4.10

Therefore, Samara will be paid $4.10 for drying 16.4 pounds of apricots.

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The equation of line for the given data is y = 5x -1.

According to the given question.

We have a data of points for a equaton of line.

As we know that the standard equation of line is y = mx + b.

Where, m is the slope of line and b is the y intercept.

Since, the points which are given in the data must satisfy y = mx + b.

Therefore,

Lets take the points (1, 4) and (2, 9) and substitute it in y = mx + b to find the value of m and b.

At x = 1 and y = 4

4 = m + b ..(i)

And at x = 2 and y = 9

9 = 2m + b ..(ii)

From equation i and ii

m = 5

So, b = -5 + 4 = -1

Hence, the equation of line for the given data is y = 5x -1.

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We have the next system of equations:

Substituting equation 1 into equation 2 and solving for x:

Substituting x = 6 into equation 1:

Answer:

y=1x+(-5) or y=x-5

Step-by-step explanation:

Rise/run=slope

y=mx+b

Hope this helped :)

Answer:

y=x-5

Step-by-step explanation:

y=mx+b

first blank is slope rise over run

1/1

Second blank is the y-intercept

(0,-5)

y=(1)x+(-5)

9514 1404 393

Answer:

  6·x^6·y^12

Step-by-step explanation:

(3x^6)(2y^12) = (3)(2)x^6·y^12 = 6·x^6·y^12

Answer:

6 x ⁶ y ¹²

Step-by-step explanation:

= ( 3 x ⁶ ) ( 2 y¹² )

= ( 3 ×2 ) x ⁶ y ¹²

= 6 x⁶ y ¹²

The amount Anneliese started with before her deductions is -$235.00.

Total amount spent = $58.00 + $35.00

= $93.00

Amount left in her account = $-142.00

Amount Anneliese started with = -$93.00 - $-142.00

= -$235.00

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Answer:

The way adolescents spend their time can strongly influence their health later in life. For youth to maintain a healthy future, they need plenty of sleep; good nutrition; regular exercise; and time to form relationships with family, friends, and caring adults. Additionally, the time adolescents spend in school and in after-school activities with peers and adults can advance healthy academic, emotional, social, and physical development. The amount of time they spend on screens and in social media may also influence adolescents’ overall well-being.

The American Time Use Survey, collected by the U.S. Bureau of Labor Statistics, contains detailed information about how individuals ages 15 and older use their time and provides a picture of a typical weekday and weekend day for a high school teen during the school year. Here we specifically analyze how adolescents ages 15-19 who are enrolled in high school spend their time.

Step-by-step explanation:

Answer: To factor the expression -14 - (-8) completely using the distributive law, we need to simplify it first.

Remember that when we subtract a negative number, it is equivalent to adding the positive number. Therefore, -(-8) is the same as +8.

So the expression becomes:

-14 + 8

To factor it further using the distributive law, we can rewrite the addition as multiplication by distributing the -14 to both terms:

(-14) + (8) = -14 * 1 + (-14) * 8

This can be simplified as:

-14 + 8 = -14 * 1 + (-14) * 8 = -14 + (-112)

Finally, we can add the two negative numbers to get the result:

-14 + (-112) = -126

Therefore, the expression -14 - (-8) factors completely as -126.

The y-intercept is b=y1−m⋅x1

b=−1−(−3)⋅(2)=5

Finally, the equation of the line can be written in the form y=mx+b

y=−3x+5

Answer:

The slope of the line is m=−3

The equation of the line in the slope-intercept form is y=−3x+5

Answer:

Grandfather is 72 and granddaughter is 8

Step-by-step explanation:

f is grandfather and d is granddaughter.

f = 9d

f+8 = 5(d+8)

9d+8=5d+40

4d=32

d=8

f=9*8=72

Answer:

the grandpa is 72 the little girl is 8

Step-by-step explanation:

Answer:

C) 45-38

Step-by-step explanation:

The reason why this is your answer is because if we subtract, the answer is less than 12.

Thanks!

The probability of rolling a total of 9 is 1/9.

The probability of rolling a total of 10 is 1/12.

The probability of rolling a total of 11 is 1/18.

We have,

To calculate the probabilities of rolling specific totals with a pair of dice, we need to consider all possible combinations of numbers on each die.

Probability of rolling a total of 9:

There are four combinations that can result in a total of 9: (3, 6), (4, 5), (5, 4), and (6, 3).

Since each die has six sides, there are 6 * 6 = 36 equally likely outcomes when rolling two dice.

The probability of rolling a total of 9 is 4/36, which can be simplified to 1/9.

Probability of rolling a total of 10:

There are three combinations that can result in a total of 10: (4, 6), (5, 5), and (6, 4).

The probability of rolling a total of 10 is 3/36, which can be simplified to 1/12.

Probability of rolling a total of 11:

There are two combinations that can result in a total of 11: (5, 6) and (6, 5).

The probability of rolling a total of 11 is 2/36, which can be simplified to 1/18.

Thus,

The probability of rolling a total of 9 is 1/9.

The probability of rolling a total of 10 is 1/12.

The probability of rolling a total of 11 is 1/18.

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Answer:

Step-by-step explanation:

To calculate the probability of winning any amount of money, we need to sum up the probabilities of winning each individual prize.

Given the probabilities stated on the game card:

Probability of winning $10 prize = 0.2

Probability of winning $5 prize = 0.1

Probability of winning $0 prize = 0.7

To find the probability of winning any amount of money, we add these probabilities together:

0.2 + 0.1 + 0.7 = 1

The sum of the probabilities is 1, which indicates that the total probability of winning any amount of money is 1 or 100%.

Therefore, the probability of winning any amount of money in this game is 100%.

Hope this answer your question

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1. A city wants to reduce its carbon footprint by switching to renewable energy sources. The city's current energy consumption is measured in gigawatt hours (GWh) and they want to reduce it by 20% in the next 5 years. The city's current energy consumption is 2,000 GWh per year. What is the target energy consumption in GWh per year that the city should aim for to achieve their goal?

2. A company wants to reduce its water consumption by 50% in the next 10 years. The company currently consumes 500,000 gallons of water per day. How many gallons of water per day should the company aim to consume in 10 years to achieve their goal?

Using it's concepts, the domain of the composite functions are given as follows:

In a graph, the domain and the range are found as follows:

For the composite functions in this graph, we have that:

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