I really really need help and please show the steps so I can better understand it
I will mark brainliest obvi

A Cartesian coordinate system is a coordinate system that employs a pair of perpendicular number lines, one horizontal axis and the other vertical axis.

Each point in the plane is defined by an ordered pair of numbers known as its coordinates. plot an athlete running from point A (3,0) to point B (0,5) then to point C (-4,-2) and ending at point D (3, -1) and clear marking of your coordinate system and plotting your athlete’s movement, using vector arrows depicting direction.

Step 1: Determine the maximum and minimum values on the x-axis and y-axis. Choose suitable values for both axes.
Step 2: Draw a horizontal x-axis and a vertical y-axis intersecting at the origin (0, 0). Ensure that the length of the axes is sufficient to accommodate the points.
Step 3: On the x-axis, mark the point A (3,0) which is located 3 units from the origin towards the right. Label the point A.
Step 4: On the y-axis, mark the point B (0,5) which is located 5 units from the origin towards the top. Label the point B.
Step 5: On the x-axis, mark the point C (-4,-2) which is located 4 units from the origin towards the left. Label the point C.
Step 6: On the y-axis, mark the point D (3,-1) which is located 1 unit from the origin towards the bottom. Label the pointD.
Step 7: Join the points A, B, C, and D to form a quadrilateral.
Step 8: Draw vectors (vector arrows) that depict the movement of the athlete in the order from A to B, from B to C, and from C to D. Repeat this for all the movements of the athlete from A to B, from B to C, and from C to D.

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The closest point to y in the subspace w spanned by u1 and u2 is [14/9, 46/9, 5/3], which is closest to option B.

The closest point to y in the subspace w spanned by u1 and u2 can be found using the formula:

proj_w(y) = [(y dot u1)/(u1 dot u1)]u1 + [(y dot u2)/(u2 dot u2)]u2

where dot denotes the dot product.

Substituting the given values, we get:

proj_w(y) = [(112 + 92 - 22*(-1))/(22 + 22 + (-1)(-1))] [2 2 -1] + [(11(-1) + 93 + 224)/(11 + 33 + 4*4)] [-1 3 4]

= [14/9, 14/9, -7/9] + [0, 16/3, 14/3]

= [14/9, 46/9, 5/3]

Therefore, the closest point to y in the subspace w spanned by u1 and u2 is [14/9, 46/9, 5/3], which is closest to option B.

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Considering a proportional relationship for the situation, the correct conclusion is given as follows:

(17,3) is viable.

A proportional relationship is a function in which the output variable is given by the input variable multiplied by a constant of proportionality, that is:

\(y = kx\)

In which k is the constant of proportionality.

In this problem, since there is a proportional relationship, it has to have point (0,0), hence the viable points are (-2,7), (17,3) and (20,5), and the correct conclusion is:

(17,3) is viable.

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Answer:

its 17,3 I'm pretty sure

Step-by-step explanation:

Answer:

The answer is below

Step-by-step explanation:

A grocery store is having a sale this week. If you buy a 5-pound bag of apples for the regular price, you can get another bag for $1.79. If you buy a 5-pound bag of oranges at the regular price, you can get another bag for $2.49. Write an equation to find the discount for each situation.

Regular price for apples is $2.99

Regular price for oranges is $3.99

Solution:

The original price of the apples = $2.99 , price at a discount = $1.79

  Discount for A= original price - price at a discount = $2.99 - $1.79  

Discount for A= $1.20

x = ($1.79 / $2.99) * 100% = 59.9%

Discount in percentage = 100% - 59.9% = 40.1%

The original price of the orange = $3.99 , price at a discount = $2.49

  Discount for R = original price - price at a discount = $3.99 - $2.49  

Discount for R = $1.50

x = ($2.49 / $3.99) * 100% = 62.4%

Discount in percentage = 100% - 62.4% = 37.6%

Answer:

11

Step-by-step explanation:

(f/g)(5)=

f(5)=(5)2+1÷g(5)=5-4

10+1/1

11/1

(f/g)=11

The required simplified value of the given function as (f/g)(5)  is 26.

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
f(x) = x² +1

f(5) = 5² + 1
f(5) = 26

g(x) = x - 4
g(5) = 5 - 4 = 1

f/g(5) = f(5) / g(5)
       = 26 / 1 = 26

Thus, the required simplified value of the given expression (f/g)(5)  is 26.

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The measure of ∠E will be equal to 38°.

Given,

m∠BFE = 118° and m∠C = 86°

And BF bisects ∠ABD

From the Property of Linear Pair,

∠AFB + ∠BFE = 180°

=> ∠AFB + 118° = 180°

=> ∠AFB = 62°

Now, we can see that ∠AFB and ∠FBD are equal because they are alternate angles.

And ∠FBD and ∠ABF are equal because BF bisects ∠ABD.

So, In ∆ABF,

∠AFB + ∠ABF + ∠BAF = 180° (because of the angle sum property of a triangle)

=>62° + 62° + ∠BAF = 180°

=>∠BAF = 180° - 124°

=> ∠BAF = 56°

Similarly, in ∆ABE,

∠A +∠C  +∠E = 180°

=> 56° + 86° + ∠E = 180°

=> ∠E = 38°

Therefore, m∠E = 38°.

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look at my glorious answer mah boi

Using the empirical rule, the percentage of IQ scores that are greater than 79 is 84%.

The empirical rule, also known as the 68-95-99.7 rule, states that for a normal distribution:

Since we know that the mean is 96 and the standard deviation is 17, we can calculate how many standard deviations away from the mean an IQ score of 79 is:

(79 - 96) / 17 = -1

This means that an IQ score of 79 is one standard deviation below the mean. This also means that approximately 68% of the data falls between 79 and (96 + 17) = 113.

Meanwhile, approximately 32% of the data falls outside of one standard deviation. We can say that half of this 32% are scores less than 79 and the other half are scores greater than 113. So the percentage of IQ scores greater than 79 is:

100 - (1/2 of 32) = 84%

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Answer:

45

Step-by-step explanation:

2.5 x 12= 30

1/2 (6) (3)= 9

1/2( 2) (6)=6

30 +9 +6 = 45

The solution to the system of linear equation above is (7, 3).

To solve the following system of linear equations by elimination method:

3x - 4y = 19

-3x + 4y = 25

We can add the equations together to eliminate the variable y, resulting in 6x = 44.

We can solve for x by dividing both sides by 6, so x = 7.

We can substitute the value of x (7) into either of the original equations to solve for y. In this case, we can use 3x - 4y = 19 and substitute in x = 7. Therefore, 4y = 12 and y = 3.

The solution to the system is (7, 3).

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The scalar projection of x onto y is 10, and the dot product of x and y is 240.

The scalar projection of x onto y is given by the formula:

proj_y x = |x| cos(θ),

where |x| is the length of x, cos(θ) is the cosine of the angle between x and y, and proj_y x is the scalar projection of x onto y.

So we have:

proj_y x = |x| cos(θ) = 18 (5/9) = 10.

The dot product of x and y is given by the formula:

x · y = |x| |y| cos(θ),

where |x| and |y| are the lengths of x and y, and cos(θ) is the cosine of the angle between x and y.

So we have:

x · y = |x| |y| cos(θ) = 18 × 24 × (5/9) = 240.

Therefore, the scalar projection of x onto y is 10, and the dot product of x and y is 240.

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the number of fruit snacks in the bag is at least 18. Since each of the 3 people received no fewer than 6 fruit snacks, there must have been at least 18 fruit snacks in the bag for them to share equally.

Inequalities specify the connection between two values that are not equal. Equal does not imply inequality. Typically, we use the "not equal symbol (≠)" to indicate that two values are not equivalent. But various inequalities are used to compare the numbers and determine whether they are less than or greater than. Inequalities are the name given to these algebraic mathematical expressions.

Step-by-step explanation:

The inequality x  divided by 3 ≥ 6 can be rewritten as x/3>=6, where x  is the total number of fruit snacks in the bag.

To solve for x, we can multiply both sides of the inequality by 3 to isolate: x/3>=6x>=3*6x>=18

Therefore, the number of fruit snacks in the bag is at least 18. Since each of the 3 people received no fewer than 6 fruit snacks, there must have been at least 18 fruit snacks in the bag for them to share equally.

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Answer:

No he is not the 3+3 is incorrect and the 3+2 is incorrect everything after 3+1 is wrong because 3+1=4 correct 3+2 =6 incorrect 3+3=9 incorrect and so on

Step-by-step explanation:

Answer:

The table is wrong its + not x

Step-by-step explanation:

Answer:

the lines are perpindicular

Step-by-step explanation:

Answer:

yes the answer is B

Step-by-step explanation:

Divide both sides by the numeric factor on the left side, then solve.

Answer:

x = 62 /9     y = 11 /9   z = − 5 /27

Step-by-step explanation:

Obtaining data with a small p-value would be strong evidence against the null hypothesis. Correct option is 3).

In hypothesis testing, the null hypothesis assumes that there is no significant difference or relationship between variables, while the alternative hypothesis suggests otherwise. To determine whether to reject the null hypothesis, we calculate a p-value, which represents the probability of observing the data or more extreme results if the null hypothesis were true.

A small p-value indicates that the observed data is unlikely to occur under the null hypothesis, providing strong evidence against it. Therefore, obtaining data with a small p-value (option 3) would be considered strong evidence against the null hypothesis.

On the other hand, a large p-value (option 4) would suggest that the observed data is likely to occur even if the null hypothesis were true. This would not provide strong evidence against the null hypothesis, as it suggests that the data is consistent with the null hypothesis.

Using a small level of significance (option 1) or a large level of significance (option 2) refers to the predetermined threshold at which we decide to reject or fail to reject the null hypothesis. While the choice of significance level affects the decision-making process, it does not directly indicate evidence against the null hypothesis like the p-value does.

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Answer:

D. 0.682

Step-by-step explanation:

The z - test static is, z = (0.38 -p₀) / 0.02, Where p₀ is the specific sample proportion.

To calculate the z-test statistic for this hypothesis test, we need to follow a few steps.

Determine the null and alternative hypotheses.

Let's assume our null hypothesis is H0: p = p₀,

Where p0 is the hypothesized proportion. And our alternative hypothesis is Ha: p ≠ p₀ (two-tailed test).

Calculate the standard error (SE) using the formula:

SE = √((p₀ * (1 - p₀)) / n)

Given that the sample proportion is 0.38 and the sample size is 801,

We can substitute these values into the formula:

SE = √((0.38 * (1 - 0.38)) / 801)

     ≈ 0.02

Calculate the z-test statistic using the formula:

z = (p - p₀) / SE

Substituting the values, we have:

z = (0.38 - p₀) / 0.02

Here the specific value of p₀ is not given.

Hence,

The z - test static is, z = (0.38 -p₀) / 0.02

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Answer:

perfect square trinomial methodIf a polynomial has three terms, x2 + 12x + 36, which factoring method can be considered? Summary: If a polynomial has three terms, x2 + 12x + 36, the perfect square trinomial method can be considered to find the factor of the expression.

Answer:

6 gallons...24 qts

2gal...8 qts

3gal...12 qts

50 gal....200 qts

Answer:

See below.

Step-by-step explanation:

Look at the first line of the table.

1 gallon = 4 quarts

Also, it is stated at the top (in purple) that there are 4 quarts in a gallon.

Since each gallon equals 4 quarts, to change from gallons to quarts, just multiply the number of gallons by 4.

What is 1 gallon in quarts? 1 * 4 = 4; answer: 4 quarts

What is 2 gallons in quarts? 2 * 4 = 8; answer: 8 quarts

What is 100 gallons in quarts? 100 * 4 = 400; answer: 400 quarts

Now you can continue with your problem.

6 gallons = 6 * 4 quarts = 24 quarts

2 gallons = 2 * 4 quarts = 8 quarts

3 gallons = 3 * 4 quarts = 12 quarts

50 gallons = 50 * 4 quarts = 200 quarts

The work that has been done on player 2 by player 1 is a negative work. Option A.

We define the work done as a situation in which the force that is applied moves a distance in the direction of the force. In this case we ought to know that a negative work is said to be done when the object is found to slow down at te application of the force. The meaning of this is that the force acts in such a way as to slow down motion which makes it a negative force.

For the fact that football player one pushes against football player two, causing player two to slow down from moving any farther down the field, a negative work is done.

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The bit string with all zeros represents the empty subset of the finite universal set.

In a general sense, a universal set refers to a collection or set that contains all the possible elements under consideration. A bit string is a sequence of binary digits, typically representing information in computing and digital systems. When all the digits in a bit string are zeros, it indicates the absence or lack of any element or information.

Thus, the bit string with all zeros represents the empty subset of the universal set. The empty subset, also known as the null set or the set with no elements, is a subset that contains no elements at all. It is a fundamental concept in set theory and is often denoted by the symbol Ø or {}.

In the context of the universal set, the empty subset is a valid subset since every set, including the universal set, contains the empty subset as one of its subsets. Therefore, the bit string with all zeros represents the empty subset of the finite universal set.

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Answer:

The answer is 28y + 63

Step-by-step explanation:

7(4y+9)

=28y+63

Answer:

Step-by-step explanation:

Given that:

The demand for number 6 screws is fairly constant and  brother's hardware store sells 500 of these screws each day.

So;

The demand for number 6 screws =  500 screws /day

It takes approximately 8 working days for an order of number 6 screws to arrive once the order has been placed.

Delivery time-frame  = 8 days

Lila believes that she can avoid stockouts completely if she only orders the number 6 screws at the correct time.

i.e Lila would want to have 8 days (delivery time-frame) × 500 screws /day

= 4000 screws

This implies that these 4000 screws will only last for 6 days.

Thus Lila ROP ( reorder point) will be to reorder for another set of  screw the day she receives the current shipment, this implies that after 8 days she would have sold the present 4000 screws and she will be expecting a new re-stock.

In this exercise, we have to use our knowledge of finance to calculate the number that should be replenished in the stock, in this way:

This implies that these 4000 screws will only last for 6 days.

The exercise statement states that:

With this information we can also say that:

Then, performing the calculation, we find:

\( 8 * 500 = 4000 screws\)

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Answer:

√(r+n)/5=m

Step-by-step explanation:

r=5m²-n

adding n on both sides

r+n=5m²-n+n

r+n/5=m²

taking square root on both sides

√(r+n)/5=m

Answer:

the answer is 17y 3y+6y is 9y plus 8y is 17y

Step-by-step explanation:

\(\huge\text{Hey there!}\)

\(\huge\textbf{Equation:}\)

\(\mathsf{3y + 6y + 8y}\)

\(\huge\textbf{Simplifying it:}\)

\(\mathsf{3y + 6y + 8y}\)

\(\huge\textbf{Combine the like terms:}\)

\(\mathsf{(3y + 6y + 8y)}\)

\(\mathsf{\rightarrow 3y + 6y + 8y}\)

\(\huge\textbf{Simplify it:}\)

\(\mathsf{\rightarrow 3y + 6y + 8y}\)

\(\mathsf{\rightarrow 9y + 8y}\)

\(\mathsf{\rightarrow 17y}\)

\(\huge\textbf{Therefore, your answer should be: }\)

\(\huge\boxed{\mathsf{17}\mathsf{y}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

The effect on net income with a 3 percent reduction in material costs is a decrease of $150,000. The effect on net income with a 15 percent increase in sales is an increase of $1,200,000.

To calculate the effects on net income, we need to consider the impact of the changes in material costs and sales on the company's financials.

First, let's calculate the effect of a 3 percent reduction in material costs. The current material costs are $5,000,000, so a 3 percent reduction would be 0.03 * $5,000,000 = $150,000. Since material costs are an expense, a reduction in material costs would lead to a decrease in expenses, which in turn would increase net income by the same amount.

Next, let's calculate the effect of a 15 percent increase in sales. The current sales are $8,000,000, so a 15 percent increase would be 0.15 * $8,000,000 = $1,200,000. An increase in sales would directly increase revenue, leading to an increase in net income.

Therefore, the effects on net income with a 3 percent reduction in material costs is a decrease of $150,000, and the effect with a 15 percent increase in sales is an increase of $1,200,000.

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