Use the drag and drop options to fill in the equation to find the slope given the points: (5,2) and (4,-1). Help me fill in the Blanks.

Change in y= Blank , Blank

Change in x= Blank, Blank

A. 5
B. -1
C. 2
D. 4

Answer:

\(8v^{3} +27=(2v)^{3} +3^{3}=(2v+3)(4v^{2} -6v+9)\\\)

Step-by-step explanation:

from  formula a³ – b³ = (a – b) (a² + ab + b² )

Answer:

-24 po

Step-by-step explanation:

thanks for the points

The argument presented is an example of a fallacy known as affirming the consequent, which incorrectly assumes that if the consequent of a conditional statement is true, then the antecedent must also be true. It fails to consider other possibilities and overlooks the fact that not all square shapes are cubes.

The argument presented is an example of a fallacy known as affirming the consequent, which is a formal logical fallacy. This fallacy occurs when one assumes that if the consequent (the "then" part) of a conditional statement is true, then the antecedent (the "if" part) must also be true.

In this case, the argument incorrectly assumes that because all cubes are square (if cube, then square) and a dice is a cube, then the dice must be square. However, this reasoning is flawed. While it is true that all cubes are square, not all square shapes are cubes. Therefore, even though a dice is a cube, it does not necessarily mean that it must be square.

The argument fails to consider other possibilities, such as the fact that cubes can have other shapes besides squares, like rectangular cubes. This logical error highlights the importance of careful reasoning and avoiding fallacies when making arguments.

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Answer:

y = 1/2.

Step-by-step explanation:

Note that 27 = 3^3 and 9 = 3^2:

27^y

= (3^3)^y

= 3^3y.

9/3^y

= 3^2/3^y

= 3^(2-y)

So 3^3y = 3^(2-y)

and therefore:

3y = 2 - y

4y = 2

y = 1/2.

Given that:

27^y = 9/3^y

⇛27^y × 3^y = 9

⇛(3^3)^y × 3^y = 9

⇛3^3y × 3^y = 9 [°.° (a^m)^n = a^mn]

⇛3^(3y+y) = 9 [°.° a^m×a^n = a^m+n]

⇛3^(4y) = 9

⇛3^(4y) = 3^2 [Bases equal ⇛exponents to equal]

.°. 4y = 2

y = 2:4 = 1/2

Hence, the value of y is 1/2.

The average height for a 15-year-old male in the United States is roughly 5 feet, 7 inches, according to the Centers for Disease Control and Prevention (CDC) growth charts (170 cm). Some 15-year-old guys may be shorter or taller than usual.

Height is a measure of the distance between the base of an object and its highest point. Human height is commonly described as the vertical distance between the bottom of the feet and the top of the head. Height is generally measured in centimetres or feet and inches. Height is an important physical feature that can be influenced by both inherited and environmental factors such as nutrition and physical activity.

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The percentage of students majoring in Business that plans to go to Graduate school is 27.78% (option d)

We are given a crosstabulation of 800 college seniors with their undergraduate major and whether or not they plan to go to graduate school. We need to find the percentage of business students who plan to go to graduate school.

From the table, we can see that:

Out of 252 business students, 70 plans to go to graduate school.

Therefore, the percentage of students majoring in Business that plans to go to Graduate school = (Number of business students who plans to go to graduate school / Total number of business students) × 100= (70 / 252) × 100= 0.2778 × 100= 27.78%

Hence, the answer is option d.

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x menos 11 menor que 7. .............................

Answer:

x < 18

Step-by-step explanation:

We have an inequality and are asked to solve.

To solve, we need to isolate x or by other means get x by itself.

X - 11 < 7

Add 11 to both sides :

x < 18

Now you could ask whether the inequality sign would change, no, this would only happen when you divide by a negative number.

Answer:

first one is C

second is A

third is B

Step-by-step explanation:

The graph corresponding to the equation is 1- C, 2- A, 3- B.

An equation is a mathematical statement that is formed when two algebraic expressions are equated using an equal sign.

To find the graph corresponding to the equations

\(\rm y\ =\ x^{4}+3\\\\y\ =\ \left(x-3\right)^{4}\\\\y\ =\ \left(x^{2}-3\right)^{2}\)

A graph has been plotted and attached, that helps in determining the right graph from options available.

The missing graph of the question is also attached.

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Consider that the dresser costs $40 to Violet. So the cost price C is $40.

She wants to sell the dresser for at least %65,

Then the selling price S must be greater than or equal to $65,

Since there is no discount or any overhead expense, the selling price is the same as the marked price M,

Then the minimum marked price will be $65.

Therefore, option (C) is the correct choice (but the % symbol should not be there).

Constructing a decision tree, calculating error rates, and predicting classes require further analysis and calculations beyond the given dataset. The steps provided above give an overview of the process, but a complete implementation would involve specific algorithms and computations based on the chosen criteria and classifier.

To determine the best split at the root of a decision tree according to different criteria, we need to calculate the entropy, classification error rate, and Gini index for each potential split.

Entropy: Entropy measures the impurity or randomness of a set of samples. The lower the entropy, the more homogeneous the samples are within each class. To calculate the entropy, we use the formula:

Entropy(S) = -Σ(p(i) * log2(p(i)))

where p(i) is the proportion of samples belonging to class i.

For the root node, we consider each attribute (Home owner, Marital status) and calculate the entropy after splitting the data based on that attribute. The attribute with the lowest entropy after the split is considered the best split at the root according to the entropy criterion.

Classification Error Rate: The classification error rate measures the proportion of misclassified samples in a set. The lower the classification error rate, the more accurate the classification. To calculate the classification error rate, we use the formula:

Error(S) = 1 - max(p(i))

where p(i) is the proportion of samples belonging to the majority class.

Similar to entropy, we calculate the classification error rate for each attribute and choose the attribute that results in the lowest error rate as the best split at the root.

Gini Index: The Gini index measures the impurity of a set of samples by calculating the probability of misclassifying a randomly chosen sample. The lower the Gini index, the more homogeneous the samples are within each class. To calculate the Gini index, we use the formula:

Gini(S) = 1 - Σ(p(i)^2)

where p(i) is the proportion of samples belonging to class i.

Again, we calculate the Gini index for each attribute and select the attribute with the lowest Gini index as the best split at the root.

By comparing the results obtained from the three criteria (entropy, classification error rate, and Gini index), we can determine the best split at the root of the decision tree.

To construct a fully grown decision tree using the classification error rate, we start with the best split at the root and continue recursively splitting each node based on the attribute that minimizes the classification error rate until all nodes are pure or no further splits improve the error rate significantly.

To calculate the resubstitution error, we evaluate the accuracy of the constructed tree on the training dataset itself. The resubstitution error is the proportion of misclassified samples.

To estimate the generalization error using a pessimistic approach, we can use techniques like cross-validation or bootstrapping to evaluate the performance of the decision tree on unseen data. The generalization error is an estimate of how well the tree will perform on new, unseen data.

Using the constructed tree, we can predict the class for the unknown object G using the Naive Bayes classifier. We calculate the probability of the object belonging to each class based on the available features (Home owner, Marital status, Sex, Income, Defaulted borrower), and then choose the class with the highest probability as the predicted class for object G.

Please note that constructing a decision tree, calculating error rates, and predicting classes require further analysis and calculations beyond the given dataset. The steps provided above give an overview of the process, but a complete implementation would involve specific algorithms and computations based on the chosen criteria and classifier.

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Answer:

a lot

Step-by-step explanation:

Answer:

Jimmy = 25

Andrew = 20

Richard = 100

Step-by-step explanation:

J = Jimmys # of comics

J - 5 = Andrews # of comics

4J = Richards # of comics

6J - 5 = 145

     +5    +5

6J = 150

divide by 6

J = 25

plug 25 into the if statements above for J

Darwin's geometric ratio of increase pertains specifically to the growth rate of populations in biological organisms. According to Darwin's theory of evolution, populations have the potential to increase exponentially over time if certain conditions are met. The geometric ratio of increase, often denoted as "r" or the intrinsic rate of natural increase, represents the factor by which a population multiplies during each reproductive cycle or generation.

In the context of natural selection, individuals with higher reproductive rates (higher r-values) have a greater chance of passing on their genetic traits to the next generation. Over time, this can lead to significant population growth and evolutionary changes within a species. However, the geometric ratio of increase is limited by various factors, such as availability of resources, competition, predation, and environmental constraints, which can result in a balance between population growth and environmental carrying capacity.

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Answer:

B.

Step-by-step explanation:

Well to find BC, you have to know B and C

B = (-4, 4)

C = (-4, -1)

The distance is:

√(4 + 1)^2 + (-4 + 4)^2

√25

5

Answer:

5 units

Step-by-step explanation:

What you know about rollin' down in the deep?

When your brain goes numb, you can call that mental freeze

When these people talk too much, put that poop in slow motion, yeah

I feel like an astronaut in the ocean, ayy

Answer:

25 is the answer

Answer:

25

Step-by-step explanation:

Step-by-step explanation:

Sure, here's a step-by-step response you can use:

"Hey, that's a good question! Let me explain why (2x + 1)^2 is not equal to 4x^2 + 1.

When we see an expression like (2x + 1)^2, we know that it means we need to multiply (2x + 1) by itself. So let's do that first:

(2x + 1)^2 = (2x + 1) x (2x + 1)

Now we can use the FOIL method to multiply these two expressions together:

(2x + 1) x (2x + 1) = 4x^2 + 2x + 2x + 1

If we simplify the middle terms by adding them together, we get:

(2x + 1) x (2x + 1) = 4x^2 + 4x + 1

So the expression (2x + 1)^2 simplifies to 4x^2 + 4x + 1, not 4x^2 + 1.

I can see why you might have thought the answer was 4x^2 + 1, since that's the first term in the expression we got. But we can't forget about the two middle terms that come from multiplying 2x and 1 together twice.

I hope that helps clear things up! Let me know if you have any more questions."

Answer:

The volume of metal used in making 2.4 m long pipe is 1.58 cm³

Step-by-step explanation:

From the question,

The external radius is 11cm.

Also, the thickness of the pipe is 1cm, then we can determine the internal radius.

Internal radius = External radius - the thickness

Internal radius = 11cm - 1cm

Internal radius = 10cm

Now, to find the volume of metal used in making the long pipe,  

The volume of metal used in making the long pipe is the difference between the volume of the external cylinder and the volume of the internal cylinder.

Volume of a cylinder is given by the formula below

\(V = \pi r^{2}h\)

Where \(V\) is the volume of the cylinder

\(\pi\) is constant ( Take \(\pi\) = 3.14)

\(r\) is the radius

and \(h\) is the height

Let the radius of the external cylinder be R,

then, R = 11 cm = 0.11 m

and let the radius of the internal cylinder be r

then, r = 10 cm = 0.10 m

Then,

The volume of metal used in making the long pipe = \(\pi R^{2}h - \pi r^{2}h\)

= \(\pi (R^{2} - r^{2})h\)

= \(3.14\times(0.11^{2} - 0.10^{2})\times2.4\)

= \(3.14\times(0.0121 - 0.01)\times2.4\\\)

= \(3.14\times(0.0021 )\times2.4\\\)

= 0.0158 m³ or 1.58 cm³

Hence, the volume of metal used in making 2.4 m long pipe is 1.58 cm³

Let's see

For initial cone

Volume

For new cone

Volume

So

Answer:

16 times

Step-by-step explanation:

\(\textsf{Volume of a cone}=\sf \dfrac{1}{3} \pi r^2 h \quad\textsf{(where r is the radius and h is the height)}\)

If only the radius is changed, the change in volume will be proportionate to the multiplicative factor squared.

\(\sf \implies Volume =\dfrac{1}{3} \pi (ar)^2h=\dfrac{1}{3} \pi (a^2)r^2h\)

Therefore, if the cone is quadrupled (multiplied by 4), the volume of the larger cone will be 4² times greater than the volume of the smaller cone, so 16 times greater than the smaller cone.

Given:

Substituting the given values into the formula:

\(\sf \implies Volume =\dfrac{1}{3} \pi (6)^2(9)=108 \pi \: \:cubic\:units\)

If the radius is quadrupled:

Substituting the new given values into the formula:

\(\sf \implies Volume =\dfrac{1}{3} \pi (24)^2(9)=1728 \pi \: \:cubic\:units\)

To find the number of times greater the volume of the large cone is than the volume of the smaller cone, divide their volumes:

\(\sf \implies \dfrac{V_{large}}{V_{small}}=\dfrac{1728\pi}{108\pi}=16\)

So the volume of the larger cone is 16 times greater than the volume of the smaller cone.

Answer:

D

Step-by-step explanation:

Im smart trust me its this one

The number 5.4 is greater than the number 5.04. Then the correct option is B.

The number line goes from 5.0 to 6.0 with 9 labeled marks in between.

Each mark increases by point one.

There are five labeled points.

Then the ascending order of the number will be

5.04 < 5.26 < 5.4 < 5.52 < 5.71

Thus, the correct option is B.

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The equation that is equal to 72 is 8 x 9.

1. To find the equation that is equal to 72, we need to consider different mathematical operations and numbers that can be combined to yield the desired result.

2. One way to express 72 is through multiplication. Let's try different combinations of numbers to see if any multiplication equation equals 72.

3. We can start by examining factors of 72. The factors of 72 are 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, and 72.

4. By testing various combinations of these factors, we can determine which one equals 72.

5. After evaluating the different combinations, we find that the equation 8 x 9 equals 72.

6. Therefore, the equation 8 x 9 is the one that is equal to 72.

It's important to note that there might be other equations or operations that can also yield a result of 72, such as addition or subtraction, but based on the given information, multiplication is the operation used to obtain the desired outcome.

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Answer:

WAT DO U MEAN 30 POINTS UR ONLY GIVING 5

Step-by-step explanation:

ITS LITTERALLY RIGHT NEXT TO IT

The terminal point of sin t, cost, and tan t is:

sin t = 3/5
cos t = 4/5
tan t = 3/4


To find sin t, cos t, and tan t for the terminal point P(x, y) = (4/5, 3/5) determined by a real number t, we need to use the trigonometric ratios of sine, cosine, and tangent.

First, we need to find the values of x and y from the given coordinates of P. Since P is on the unit circle, we know that the distance from the origin to P is 1.

Therefore, we can use the Pythagorean theorem to find the value of the missing side:
x^2 + y^2 = 1^2
(4/5)^2 + (3/5)^2 = 1
16/25 + 9/25 = 1
25/25 = 1

So, x = 4/5 and y = 3/5.

Next, we can use the definitions of sine, cosine, and tangent to find their values for t:
sin t = y/1 = 3/5
cos t = x/1 = 4/5
tan t = y/x = (3/5)/(4/5) = 3/4

Then, we obtain:
sin t = 3/5
cos t = 4/5
tan t = 3/4

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The correct statement is option {D} -

A graph shows an upward parabola on a coordinate plane vertex at

(2, - 4) which intercepts axis at (0, 0), and (4, 0) passes through (- 1, 5),

and (5, 5).

Given are the equations as -

y = x² − 4  &  x + y + 2 = 0

Refer to the graph of the functions -

y = x² − 4  and  x + y + 2 = 0 attached.

The parabola and the straight line are plotted on the graph.

The correct correct statement is option {D} -

A graph shows an upward parabola on a coordinate plane vertex at

(2, - 4) which intercepts axis at (0, 0), and (4, 0) passes through (- 1, 5),

and (5, 5).

Therefore, the correct statement is option {D} -

A graph shows an upward parabola on a coordinate plane vertex at

(2, - 4) which intercepts axis at (0, 0), and (4, 0) passes through (- 1, 5),

and (5, 5).

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Answer:

(4, -3)

Step-by-step explanation:

(-4, -3) reflected y-axis => (4, -3)

Answer: the answer to this is true

Answer:

33 yards

Step-by-step explanation:

To find the number of ribbons that she used to decorate the dresses can be gotten by subtracting the amount of ribbon left from the total amount of ribbon she had.

She bought 100 yards. She has 67 yards left.

Therefore, the amount of ribbon she used for the dresses is:

100 - 67 = 33 yards

Answer:

the angle closest to the 40degree angle is a right angle, so it is 90 degrees. The one with two lines is 50 degrees, and the farthest angle is 40 degrees

Step-by-step explanation:

A square symbol over an angle means it is a right angle, so it will always equal 90 degrees.

The already labeled angle (40 degrees) is equal to the farthest angle.

Once you have two angles, you can find the third angle by simply subracting the two from 180 like this:

180 - 90 - 40 = 50 degrees.

The volume of an ice cube produced by this machine is of:

Volume ice cube = 1 inch³

  A volume is the physical space that an object occupies in space, although it is also defined as the capacity of space that a hollow object may have.

If this machine produces ice that has a cube shape with a side of 1 inch, then to know the value of the volume of these cubes we will use the following equation:

Volume cube = side x side x side

Volume cube = side³

side = 1 inch

Volume ice cube = 1 inch³

As the side is 1 the volume and area will be 1 but with corresponding unit

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