Determine the final price.
Hat: $13
20% discount

An equation of a line parallel to y - 1 = -3(x - 2) in slope-intercept form is y = -3x + 10.

Mathematically, the point-slope form of a straight line can be calculated by using this mathematical expression:

y - y₁ = m(x - x₁)

Where:

In Mathematics, the slope-intercept form of a line can be calculated by using this linear equation:

y = mx + c

Where:

Making y the subject of formula, we have:

y - 1 = -3(x - 2)

y - 1 = -3x + 6

y = -3x + 6 - 1

y = -3x + 5

Therefore, y = -3x + 10 is a possible equation of a line.

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Answer:

R$0,00

Step-by-step explanation:

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The Task objective chosen is: A Measuring Task

The Objective is: To investigate the fairness of a local athlete's track for runners starting on different lines.

To carry about the investigation, follow the steps given below.

Lastly, make a crossword puzzle that includes mathematical vocabulary in a clever manner.

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```Class IX```

*Mathematics Project work*

*Do any one*

1. *A Measuring Task*

To investigate your local athletes track to see whether it is worked fairly for runners who start on different lines.

2. *Design a crossword puzzle with mathematical terms*

To review mathematics vocabulary, to give the opportunity for creative expression in designing puzzles, to act as a means of motivating the study of a given unit and to given recreation .​

The value of the angle θ₁, located in Quadrant IV with sin(θ₁) = -13/85, is such that cosθ₁ = 84/85.

In the given scenario, the angle θ₁ is located in Quadrant IV and sin(θ₁) is given as -13/85. We can use the trigonometric identity to determine the value of cosθ₁.

Using the Pythagorean identity sin²θ + cos²θ = 1, we can substitute sin(θ₁) = -13/85:

(-13/85)² + cos²θ₁ = 1

Simplifying:

169/7225 + cos²θ₁ = 1

cos²θ₁ = 1 - 169/7225

cos²θ₁ = (7225 - 169)/7225

cos²θ₁ = 7056/7225

Taking the square root of both sides, we get:

cosθ₁ = √(7056/7225)

Since the angle θ₁ is located in Quadrant IV where cosθ₁ is positive, the value of cosθ₁ is:

cosθ₁ = √(7056/7225)

Simplifying the square root:

cosθ₁ = 84/85

Therefore, the value of the angle cosθ₁ is 84/85.

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The complete question is:

The angle θ₁ is located in Quadrant IV and  sin(θ₁) = -13/85. What is the value of the angle cosθ₁?

\(65 \div 5 = 87 \div 3 \\ 15 = 29\)

So, False

Answer:

The equation is false

Step-by-step explanation:

65 ÷5 = 13

87 ÷ 3 = 29

13 and 29 are not equal thus making the equation false.

The monthly payment amount for financing the $17,000 car over 5 years with a 5% interest rate compounded monthly is approximately $321.58. The total interest paid on the loan is $2,294.80.

To find the payment amount for financing the $17,000 car over 5 years with a 5% interest rate compounded monthly, we can use the formula for the monthly payment amount on a loan.

The formula is:

PMT = PV * (r * (1 + r)^n) / ((1 + r)^n - 1)

Where:

PMT is the monthly payment amount

PV is the present value of the loan

r is the monthly interest rate

n is the total number of monthly payments

Given:

PV = $17,000 (the amount to finance)

r = 5% / 100 / 12 = 0.004167 (monthly interest rate)

n = 5 years * 12 months/year = 60 months

Substituting these values into the formula:

PMT = $17,000 * (0.004167 * (1 + 0.004167)^60) / ((1 + 0.004167)^60 - 1)

Using a calculator or spreadsheet software, we can calculate the monthly

payment amount to be approximately $321.58.

(b) To find the total interest paid over the 5-year period, we can subtract the principal amount (PV) from the total amount paid over the term of the loan. The total amount paid is simply the monthly payment amount (PMT) multiplied by the number of monthly payments (n).

Total amount paid = PMT * n = $321.58 * 60 = $19,294.80

Total interest paid = Total amount paid - Principal amount

Total interest paid = $19,294.80 - $17,000 = $2,294.80

Therefore, the total interest paid on the loan is $2,294.80.

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Answer:

y=4

Step-by-step explanation:

If x equals 2 then you just do basic math to find out what y equals.

The factorized form of the expression ( 2x² - x - 6 ) is ( 2x + 3 )( x - 2 ).

Hence, the missing values are 3 and 2 respectively.

Given the expression: 2x² - x - 6

First, we factor -1 out of -x

2x² - x - 6

2x² -1(x) - 6

Not that, -1 can also be written as 3-4

2x² + (3-4)x - 6

2x² + 3x - 4x - 6

Next, we group the first two terms and the last two terms and factor out the GCF

(2x² + 3x) - 4x - 6

x(2x + 3) - 2( 2x + 3)

Factor out the GFC which is ( 2x+3 )

We have; ( 2x + 3 )( x - 2 )

The factorized form of the expression ( 2x² - x - 6 ) is ( 2x + 3 )( x - 2 ).

Hence, the missing values are 3 and 2 respectively.

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Answer:

1/3

goes up one over three

rise over run

By choosing option (c) budget, insurance plan, and a saving and investing plan, Maria ensures that she covers the key elements necessary for a comprehensive financial plan.

Budget: A budget is a crucial component of any financial plan. It helps individuals manage their income and expenses effectively. By creating a budget, Maria can allocate her income towards various categories such as living expenses, debt repayment, savings, and investments. A budget provides a roadmap for her financial decisions and allows her to track her progress towards achieving her goals.

Saving and Investing Plan: Saving and investing are crucial for building wealth and achieving long-term financial goals. By incorporating a saving and investing plan into her financial strategy, Maria can set aside a portion of her income for short-term needs and emergencies while also allocating funds towards long-term investments, such as retirement accounts or other investment vehicles.

A well-defined saving and investing plan can help Maria grow her wealth over time and work towards financial independence.

Hence the correct option is (c).

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Answer: The lowest possible product would be -6724 given the numbers 82 and -82.

We can find this by setting the first number as x + 164. The other number would have to be simply x since it has to have a 164 difference.

Next we'll multiply the numbers together.

x(x+164)

x^2 + 164x

Now we want to minimize this as much as possible, so we'll find the vertex of this quadratic graph. You can do this by finding the x value as -b/2a, where b is the number attached to x and a is the number attached to x^2

-b/2a = -164/2(1) = -164/2 = -82

So we know one of the values is -82. We can plug that into the equation to find the second.

x + 164

-82 + 164

82

Step-by-step explanation: Hope this helps.

Answer:

The graph on the right is misleading

Step-by-step explanation:

The brand preference is 21 to 25, which shows a slight advantage for Brand B. The graph on the right requires you to mindfully read the y axis to infer that - if you wouldn't, you'd think that Brand B dominates Brand A.

Answer:

The graph on the right is misleading.

Step-by-step explanation:

The lines on the graph that shows the direct variation variation are

Using the slope of a line,  a positive slope tells us that the line is increasing.

From the left to the right of this graph, it shows that a person is climbing. A negative slope tells us that there is a fall.

We have

y = 1/2 x

This shows that it is a positive slope

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The correct answer should be both Line A and Line B, I have the same

question, and the other persons answer was wrong, Line A and Line B

are the correct answers. I hope this helps you. :)

Answer:

The volume of the sphere is 32 π /3 cm^3

Step-by-step explanation:

Mathematically, the volume of a sphere can be calculated using the formula below;

V = 4/3 * pi * r^3

Now since we have the radius and diameter = 2 * radius

radius = diameter/2 = 4/2 = 2

Substituting this value into the volume equation;

V = 4/3 * pi * 2^3 = 32pi/3

Answer:

The correct answer is A

Step-by-step explanation:

Answer:

The locus of the moving end of the minute hand of the clock will be a circle where radius will be the length of the minute hand

Answer:

h ≈ 9.9 cm

Step-by-step explanation:

By applying tangent rule for the given angle in the given right triangle,

tan(51°) = \(\frac{\text{Opposite side}}{\text{Adjacent side}}\)

tan(51°) = \(\frac{h}{8}\)

h = 8 × tan(51°)

h = 9.879

h ≈ 9.9 cm

Therefore, measure of side 'h' is 9.9 cm.

Answer:

It's A. The points all lie very close to the line of fit, and the line is decreasing.

Step-by-step explanation:

The points all lie very close to the line of fit, and the line is decreasing option (A) is correct.

It is defined as the relation between two variables which is a quantitative type and gives an idea about the direction of these two variables.

\(\rm r = \dfrac{n(\sum xy)-(\sum x)(\sum y)}{\sqrt{{[n\sum x^2- (\sum x)^2]}}\sqrt{[n\sum y^2- (\sum y)^2]}}\)

It is given that:

The value of the correlation coefficient r = -0.97

As we know,

If the value of the correlation coefficient is positive it represents the line of best-fit increasing.

If the value of the correlation coefficient is negative it represents the line of best fit decreasing.

If the value of r is close to 1 then we can say that the correlation between the two variables is very strong.

Thus, the points all lie very close to the line of fit, and the line is decreasing option (A) is correct.

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Answer:

a

Step-by-step explanation:

As per unitary method the recipe makes 20.5 servings of lemonade.

The unitary method is a method used to find the number of servings in a recipe by dividing the total amount of ingredients by the serving size.

Let's say a serving size of lemonade is 1 cup. To find the number of servings, we need to divide the total amount of lemonade by the serving size.

In this case, the total amount of lemonade is

=> 2 cups of lemon juice + 16 cups of water + 2.5 cups of agave nectar

=> 20.5 cups.

So, the number of servings can be found by dividing 20.5 cups by 1 cup per serving, which equals 20.5.

In conclusion, the unitary method is a simple way to find the number of servings in a recipe by dividing the total amount of ingredients by the serving size

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The coefficient of variation for SAT scores at this school is 11.21%. This means that the standard deviation of the SAT scores is about 11.21% of the mean score.

The coefficient of variation (CV) is a measure of relative variability, defined as the ratio of the standard deviation to the mean of a dataset. It is expressed as a percentage and provides a way to compare the variability of datasets with different means.

To calculate the CV for SAT scores at this particular college, we first need to calculate the standard deviation of the dataset. We are given that the average SAT score for incoming freshmen is 535 with a standard deviation of 60. Therefore, the standard deviation (s) is 60.

Next, we need to calculate the mean of the dataset. We are given that the mean (μ) is 535.

The coefficient of variation is then given by:

CV = (s / μ) x 100%

Substituting the values, we get:CV = (60 / 535) x 100%

= 0.1121 x 100%

= 11.21%

Therefore, the coefficient of variation for SAT scores at this school is 11.21%. This means that the standard deviation of the SAT scores is about 11.21% of the mean score. This information can be useful in comparing the variability of SAT scores between different colleges, even if their mean scores are different.

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The coefficient of variation for SAT scores at this school is approximately 11.21%.

The coefficient of variation for SAT scores at this school can be calculated using the following formula:

Coefficient of Variation = (Standard Deviation / Mean) x 100

Given the average math SAT score for incoming freshmen at this particular college is 535 and the standard deviation is

60, we can plug these values into the formula:

Coefficient of Variation = (60 / 535) x 100

Now, let's perform the calculations:

Coefficient of Variation ≈ 11.21 %

So, the coefficient of variation for SAT scores at this school is approximately 11.21%.

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Answer:

no this sequence make 100 not 434

Answer:

yes

Step-by-step explanation:

yes this sequence will because the nth term is 7n-1

To use the tangent ratio in a triangle, you need to know the lengths of two sides or the measures of two angles in the triangle. The tangent ratio relates the length of the side opposite an angle to the length of the side adjacent to that angle in a right triangle.

The tangent ratio is a trigonometric ratio that relates the length of one side of a right triangle to the length of another side. It is defined as the ratio of the length of the side opposite a given angle to the length of the side adjacent to that angle.

In order to use the tangent ratio, you must have knowledge of the triangle's sides or angles. If you know the lengths of two sides of a right triangle, you can use the tangent ratio to find the measure of one of the acute angles in the triangle. Conversely, if you know the measure of one of the acute angles, you can use the tangent ratio to find the ratio of the lengths of the sides in the triangle.

Essentially, to apply the tangent ratio, you need to have sufficient information about the triangle to identify the sides or angles involved in the ratio calculation. This information can be provided in terms of lengths of sides or measures of angles, allowing you to use the tangent ratio to solve for missing values or determine specific relationships within the triangle.

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Report on Commonalities Among Three Chosen Regions

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

Answer:

For this assignment, three regions of the world have been selected to identify commonalities among them. The chosen regions are North America, Europe, and East Asia. Through internet research, several commonalities have been identified that are shared among these regions. Below are five commonalities found:

Economic Development:

All three regions, North America, Europe, and East Asia, are characterized by significant economic development. They are home to some of the world's largest economies, such as the United States, Germany, China, and Japan. These regions exhibit high levels of industrialization, technological advancement, and trade activities. Their economies contribute significantly to global GDP and are major players in international commerce.

Technological Advancement:

Another commonality among these regions is their emphasis on technological advancement. They are known for their innovation, research and development, and technological infrastructure. Companies and industries in these regions are at the forefront of technological advancements in fields such as information technology, automotive manufacturing, aerospace, pharmaceuticals, and more.

Cultural Diversity:

North America, Europe, and East Asia are culturally diverse regions, with a rich tapestry of different ethnicities, languages, and traditions. Immigration and historical influences have contributed to the diversity seen in these regions. Each region has a unique blend of cultural practices, cuisines, art, music, and literature. This diversity creates vibrant multicultural societies and fosters an environment of cultural exchange and appreciation.

Democratic Governance:

A commonality shared among these regions is the prevalence of democratic governance systems. Many countries within these regions have democratic political systems, where citizens have the right to participate in the political process, elect representatives, and enjoy individual freedoms and rights. The principles of democracy, rule of law, and respect for human rights are important pillars in these regions.

Education and Research Excellence:

North America, Europe, and East Asia are known for their strong education systems and institutions of higher learning. These regions are home to prestigious universities, research centers, and educational initiatives that promote academic excellence. They attract students and scholars from around the world, offering a wide range of educational opportunities and contributing to advancements in various fields of study.

In conclusion, the regions of North America, Europe, and East Asia share several commonalities. These include economic development, technological advancement, cultural diversity, democratic governance, and education and research excellence. Despite their geographical and historical differences, these regions exhibit similar traits that contribute to their global significance and influence.

The quantities represented by **(x - 9)** and **(x - 12)** are the potential dimensions of a rectangular picture frame with an area of **(x^2 - 21x + 108) in^2**.

To find the dimensions of a rectangular picture frame with an area of **(x^2 - 21x + 108) in^2**, we need to determine the factors of this quadratic expression and examine their relationship to the dimensions of the frame.

The given expression **(x^2 - 21x + 108) in^2** represents the area of the picture frame, which can be factored as **(x - 9)(x - 12) in^2**. By factoring the quadratic expression, we obtain two binomial factors: **(x - 9)** and **(x - 12)**.

The dimensions of a rectangular shape typically consist of length and width. In this case, the binomial factors **(x - 9)** and **(x - 12)** correspond to the potential values for the length and width of the picture frame. Therefore, the quantities represented by these factors are the potential dimensions of the rectangular picture frame.

To determine the specific dimensions, we consider the lengths and widths in relation to the factors. The length could be either **x - 9** or **x - 12**, while the width would be the other factor. Therefore, the possible dimensions for the picture frame could be:

1. Length: **x - 9 in**, Width: **x - 12 in**

2. Length: **x - 12 in**, Width: **x - 9 in**

These two combinations represent the potential dimensions of the rectangular picture frame. Depending on the context or any additional constraints, one set of dimensions may be more appropriate than the other. It's important to note that both sets of dimensions would result in the same area of **(x^2 - 21x + 108) in^2** when multiplied together.

In summary, the quantities represented by **(x - 9)** and **(x - 12)** are the potential dimensions of a rectangular picture frame with an area of **(x^2 - 21x + 108) in^2**.

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Answer: $23.92

Step-by-step explanation:

First, we know that 6 bagels is $2.99.

48/6=8

This means that 6 is a multiple of 48, which makes it easier to solve.

$2.99 x 8 = 23.92

= $23.92

Answer:

4

Step-by-step explanation:

8/2=4

The greatest common factor (GCF) of 18, 30, and 54 is 6.

The greatest number that divides two or more numbers without leaving a residue is known as the GCF.

The prime factorization approach is the most effective way to resolve this issue.

Using this technique, you will first determine the largest common factor amongst each number's prime factors.

The prime factorization of 18 is 2 x 3 x 3.

The prime factorization of 30 is 2 x 3 x 5. The prime factorization of 54 is 2 x 3 x 3 x 3.

The largest common factor amongst all of them is 6, which is the GCF.

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Answer:

75.9

Step-by-step explanation:

A dilation with a scale factor of k=1/3 with the center of dilation at the origin will perform the following transformation in any point (x,y):

We have a triangle with vertices U, V and W.

We apply the transformation to these points and get:

Answer: U'=(0,1), V'=(2,2), W'=(2,0)

The right option is Option D.

Option (A): "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed" is a false statement.

Now, amongst the considered options, "As the degrees of freedom increases the shape of the Chi-Square Distribution becomes more skewed." (Option A) is not true, because:

As the degrees of freedom increases, the shape of the Chi-Square Distribution approaches a normal distribution and the graph of the Chi-Square Distribution looks more symmetrical.

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