Given:
The slope of the line is m = -1 and passes through the point (5,-1).
Explanation:
The general equation of the line passing through points (x_1,y_1) and has slope m is,
\(y-y_1=m(x-x_1)\)Determine the equation of the line.
\(\begin{gathered} y-(-1)=-1(x-5) \\ y=-1(x-5)-1 \\ =-x+5-1 \\ =-x+4 \end{gathered}\)Plot the equation of the line.
ILL GIVE A BRAINLEST!!!! TO THE FIRST ONE WHO ANSWERS THIS PLZ I NEED HELP ASAP!!!
Answer:look at the picture for the answer
There are 30 students in Ms. Lander's fifth-grade class. On Monday. i of the students stayed home with a cold. How many students stayed home?
The number of students that stayed home will be 6 students.
How to illustrate the fraction?A fraction is simply a piece of a whole. The number is represented mathematically as a quotient where the numerator and denominator are split. In a simple fraction, the numerator as well as the denominator are both integers.
Since there are 30 students in Ms. Lander's fifth-grade class. On Monday 1/5 of the students stayed home with a cold.
The number of students that stayed home will be:
= 1/5 × 30
= 6 students
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Complete question
There are 30 students in Ms. Lander's fifth-grade class. On Monday 1/5 of the students stayed home with a cold. How many students stayed home?
eighty increased by twice a number
Answer:
160
Step-by-step explanation:
It would be 160 because 80 times 2 would be 160 and 160 dived by 80 equals 2. Hope this helps :3
-1000 2/3 is not real fraction. True or false
True, While "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.
The statement "-1000 2/3 is not a real fraction" is true. A real fraction is a mathematical expression that represents a ratio of two real numbers. In a fraction, the numerator and denominator are both real numbers, and they can be positive, negative, or zero.
In the given statement, "-1000 2/3" is not a valid representation of a fraction. The presence of a space between "-1000" and "2/3" suggests that they are separate entities rather than being part of a single fraction.
To represent a mixed number (a whole number combined with a fraction), a space or a plus sign is typically used between the whole number and the fraction. For example, a valid representation of a mixed number would be "-1000 2/3" or "-1000 + 2/3". However, without the proper formatting, "-1000 2/3" is not considered a real fraction.
It's important to note that "-1000 2/3" can still be expressed as an improper fraction. To convert it into an improper fraction, we multiply the whole number (-1000) by the denominator of the fraction (3) and add the numerator (2). The result would be (-1000 * 3 + 2) / 3 = (-3000 + 2) / 3 = -2998/3.
In conclusion, while "-1000 2/3" is not a real fraction, it can be represented as the improper fraction -2998/3.
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Identify two equivalent fractions: 1/2
Answer:
2/4 3/6 4/8 5/10 6/12 7/14 8/16 9/18 10/20
Step-by-step explanation:
The quotient is a multiple of 4 the dividend is a multiple of 9 the divisior is a factor of 12 possible solution
A market woman purchased a number of plates for GH 150.00. Four of the plates
4
got broken while transporting them to her shop. By selling the remaining plates at a
profitof GH€ 1.00 on each, she made a total profit of GH€ 6.00. How many
plates did she purchase?
Answer: 160 plates.
Step-by-step explanation:
The woman bought N plates for GH€ 150.00
4 of the plates where broken, so she has N - 4 plates to sell.
She sold each one of the N - 4 plates for GH€ 1, then after all the N- 4 plates were sold, the total money that she has is:
(N - 4)*GH€1 = GH€ (N - 4)
And the total profit (profit is the difference between the final amount of money that she gets, and the initial payment) is GH€ 6, then we have that:
GH€ (N - 4) - GH€ 150.00 = GH€ 6
ignoring the units, we have:
N - 4 - 150 = 6.
N = 6 + 154 = 160.
She bought 160 plates.
For a card trick, Barry is using 14 cards from a deck if each suit he uses had 5 numbered cards and c face cards, which expression shows how many suits he is using.
A. 14 x 5 + c
B 14 divided by (5+c)
C 14 divided by 5+ C
D 14 x (5+c)
Answer:
b
Step-by-step explanation:
Rudy Banks has won $5000 to attend university. If he invests the money in an
account at 12% per annum, compounded monthly, how much can he draw monthly
for the next 3 years?
Answer:
$7153.84
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightAlgebra I
Compounded Interest Rate Formula: \(\displaystyle A = P(1 + \frac{r}{n})^{nt}\)
P is principle amountr is raten is compound ratet is timeStep-by-step explanation:
Step 1: Define
Identify variables
P = 5000
r = 12% = 0.12
n = 12
t = 3
Step 2: Find Interest
Substitute in variables [Compounded Interest Rate Formula]: \(\displaystyle A = 5000(1 + \frac{0.12}{12})^{12(3)}\)[Exponents] Multiply: \(\displaystyle A = 5000(1 + \frac{0.12}{12})^{36}\)(Parenthesis) Add: \(\displaystyle A = 5000(1.01)^{36}\)Evaluate exponents: \(\displaystyle A = 5000(1.43077)\)Multiply: \(\displaystyle A = 7153.84\)
17p5
Exponent:
Variable:
tify the term, coefficient, and the variable.
Term:
Coefficient:
For the given expression, the variable is p, coefficient is 17 and the exponent is 5.
Expression:
Expression refer the algebraic expression that consists of variables, numbers and math operators.
Given,
Here we have the expression 17p⁵
Now, we have to find the exponent, coefficient and variable.
As per the definition of exponent, the term exponent refers the power value of the expression.
So, the exponent is 5.
And the definition of coefficient is an integer that is written along with a variable or it is multiplied by the variable.
So, the coefficient is 17.
And the variable of this expression is p.
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Complete the remainder of the table for the given function rule.
Please hurry!!
No links, or no fake answers
You will get a total of 20 points
My grade depends on this. I suck at math and if I get this quiz all wrong I may fail.
Thank you!
Answer:
first blank: 16
second blank: 4
third blank: -8
fourth blank: -20
Step-by-step explanation:
hope this helps and I hope you can rate my answer!
Describe how to determine the average rate of change between x = 1 and x = 3 for the function f(x) = 3x3 + 1. Include the average rate of change in your answer.
Answer:
147
Step-by-step explanation
Average rate of change of a function is determined using the formula, Given the function, f(x) = 3x³ + 2To find the average rate of change between x = 3 and x = 5, let:a = 3f(a) = f(3) = 3(3)³ + 2 = 83b = 5f(b) = f(5) = 3(5)³ + 2 = 377Plug in the values into the formulaAverage rate of change =
Which equation can maya use to find how much of the project she painted in all
Answer:
D
Step-by-step explanation:
what is x+54 +3x+28+90 I really need help
Answer:
4x+172
Step-by-step explanation:
x+54 +3x+28+90
Combine like terms
x+3x + 54+28+90
4x + 172
Answer:
\( \large \sf \fbox{4x - 172}\)
Step-by-step explanation:
➛ x + 54 + 3 x + 28 + 90
combine like terms
➛ x + 3 x + 54 + 28 + 90
➛ 4 x + 172
In a popular online role playing game, players can create detailed designs for their character's "costumes," or appearance. Isabella sets up a website where players can buy and sell these costumes online. Information about the number of people who visited the website and the number of costumes purchased in a single day is listed below.
105 visitors purchased no costume.
41 visitors purchased exactly one costume.
8 visitors purchased more than one costume.
Based on these results, express the probability that the next person will purchase one or more costumes as a decimal to the nearest hundredth.
The probability that the next person will purchase one or more costumes can be found by dividing the number of visitors who purchased one or more costumes by the total number of visitors.
The total number of visitors is 105 + 41 + 8 = 154.
The number of visitors who purchased one or more costumes is 41 + 8 = 49.
So the probability that the next person will purchase one or more costumes is 49/154, which is approximately 0.32 to the nearest hundredth.
estimate or predict some of the population parameters or conduct hypothesis tests for some of the population parameters.
"Parameter" is the descriptive measure of the population. The description, that if the data refuses the assumption of a parameter is the main goal of the tests of hypothesis.
There are many population parameters. Some examples of the population parameters include:
The mean of the body weight of a population.The mean of the height of the population.The size of the populationThe mean of the diastolic blood pressure of a population.The health related behaviorsthe percentage of people smoking in a population, etc.In general, it is not possible to measure the parameters of a population, as it requires to collect information from each and every member of the population. That is why, 'sample statistics' is conducted.
What is a sample statistics?
In sample statistics, samples are collected from each and every aspect of the population and then the samples are tested in order to derive a conclusion. For example: the mean diastolic blood pressure of more than one sample, the mean body weight of more than one population, etc.
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pls answer the top one need a naswer fast
The polynomial expression that represents the perimeter is (3x^3 +3x -148)ft and the value is 182ft
what is a polynomial?Polynomials are algebraic expressions that consist of variables and coefficients. Variables are also sometimes called indeterminates. We can perform arithmetic operations such as addition, subtraction, multiplication, and also positive integer exponents for polynomial expressions but not division by variable.
Perimeter of the triangle is the sum of the sides of the triangle which is = 2x^2 -120 + x^2 -5x +8x -28
Perimeter = (3x^2 +3x -148)ft
when x = 10
Perimeter = 3(10)^2 +3(10) -148 = 182ft
In conclusion the expression (3x^2 +3x -148)ft is the expression for the perimeter of the triangle and the value is 182ft
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I need assistance please.
Your Assignment
Mr. Paulsen challenges Olivia and Angelica to move figure ABCDE onto figure A"B"C"D"E" using a series of two different transformations. They give two different answers.
Answer the questions to investigate ways to transform ABCDE.
1. Olivia finds a combination of two different transformations that moves ABCDE onto A"B"C"D"E". What is one way she might have done this? (3 points)
2. Angelica reflects ABCDE over the y-axis and translates it up 8 units. Does her transformed figure match A"B"C"D"E"? If not, describe how her transformed figure compares to A"B"C"D"E". (3 points)
3. Michael says he can move ABCDE onto A"B"C"D"E" with one transformation by translating ABCDE diagonally so that it moves 8 units up and 10 units right. Is he correct? Explain why or why not. (4 points)
One way Olivia might have moved ABCDE onto A"B"C"D"E" is by first reflecting ABCDE over the x-axis, and then translating it 4 units to the left and 6 units down.
1) This would map point A to A", B to B", C to C", D to D", and E to E", creating A"B"C"D"E".
2) Angelica's transformation does not result in a figure that matches A"B"C"D"E". Reflecting ABCDE over the y-axis would map point A to A", B to E", C to D", D to C", and E to B", so the shape would be flipped horizontally. Translating it up 8 units would then shift the shape up, but it would still be horizontally flipped, so it would not match A"B"C"D"E".
3) Michael's claim is not correct. Translating ABCDE diagonally 8 units up and 10 units right would move point A to point J, which is not on A"B"C"D"E". The other points would also not be in their correct positions, so the resulting shape would not match A"B"C"D"E". To get to A"B"C"D"E" with one transformation, Michael would need to use a combination of translation, rotation, and/or reflection.
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Of(x) = x² - 6x-1-
Mark thic and return
24
-10-8-8-22-
-8
-8
-10
2
B
8 10 x
What is the axis of symmetry
The axis of symmetry of the function f(x) = x² - 6x-1 is equal to 3.
How to determine the axis of symmetry of a quadratic function?In Mathematics, the axis of symmetry of a quadratic function can be calculated by using this mathematical equation:
Axis of symmetry, Xmin = -b/2a
Where:
a and b represents the coefficients of the first and second term in the quadratic function.
By substituting the parameters, we have the following:
Axis of symmetry, Xmin = -b/2a
Axis of symmetry, Xmin = -(-6)/2(1)
Axis of symmetry, Xmin = 6/2
Axis of symmetry, Xmin = 3.
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The figure below consists of a square and a right triangle. Find the missing length x.
please help me with i’ll give you brainlist
The box in the middle of the plot spans from the first quartile (Q1) to the third quartile (Q3), with a line inside representing the median.
What is whisker plot?A whisker plot, also known as a box and whisker plot, is a graphical representation of a set of numerical data through their quartiles. The plot consists of a box with whiskers extending from the top and bottom, showing the spread and distribution of the data. The five-number summary, which includes the minimum value, first quartile (Q1), median, third quartile (Q3), and maximum value, is used to create the whisker plot.
Here,
To create a box and whisker plot, we need to find the five-number summary of the data set, which includes:
Minimum value: the smallest value in the data set.
First quartile (Q1): the median of the lower half of the data set.
Median: the middle value in the data set.
Third quartile (Q3): the median of the upper half of the data set.
Maximum value: the largest value in the data set.
First, we need to put the data in order:
10, 12, 14, 15, 16, 18, 22, 24, 25, 28
The minimum value is 10 and the maximum value is 28.
The median is the middle value, which is 18.
To find the first quartile, we need to find the median of the lower half of the data set, which is:
10, 12, 14, 15, 16
The median of this lower half is 14.
To find the third quartile, we need to find the median of the upper half of the data set, which is:
22, 24, 25, 28
The median of this upper half is 24.
So, the five-number summary for this data set is:
Minimum value = 10
First quartile (Q1) = 14
Median = 18
Third quartile (Q3) = 24
Maximum value = 28
Now we can use this information to create the box and whisker plot:
| |
----+----+----+----+----
10 14 18 24 28
The box in the middle of the plot spans from the first quartile (Q1) to the third quartile (Q3), with a line inside representing the median. The whiskers extend from the box to the minimum and maximum values in the data set.
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Assume that each circle shown below represents one unit. Express the shaded amount as a single fraction and as a mixed number.
Answer:
one fraction 17/5
mixed number: 3 2/5
Step-by-step explanation:
In one to two sentences, describe one similarity and one difference between a quota and an embargo.
A quota is a limit on the number of goods that a country can import or export during a specific time period, while an embargo is an official ban on trade with a particular country or good or service. Unlike a quota, an embargo is much more strict as it completely shuts down the trade, but a quota simply limits the amount of trade.
A quota limits the quantity of a specific product that can be imported, while an embargo prohibits the import or export of a particular product entirely.
The primary similarity between quotas and embargoes is that they both restrict the flow of goods between countries. Both policies are designed to protect domestic industries by limiting foreign competition and promoting local production.
The main difference between quotas and embargoes is the way they achieve their objectives. A quota sets a limit on the quantity of a particular product that can be imported into a country during a specified period. In contrast, an embargo prohibits the import or export of specific goods altogether, typically for political reasons such as national security concerns or human rights violations.
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1) The following scatterplot shows the percentage of the vote a candidate received in the 2016 senatorial elections
according to the voter's income level based on an exit poll of voters conducted by a news agency. The income
levels 1-8 correspond to the following income classes:
1 = Under $15,000; 2 = $15-30,000; 3 = $30-50,000; 4 = $50-75,000; 5 = $75-100,000;
6 = $100-150,000; 7 = $150-200,000; 8 = $200,000 or more.
Use the election scatterplot to determine whether there is a correlation between percentage of vote and income
level at the 0.01 significance level with a null hypothesis of ρs = 0.
A) The test statistic is between the critical values, so we fail to reject the null hypothesis. There is no
evidence to support a claim of correlation between percentage of vote and income level.
B) The test statistic is not between the critical values, so we fail to reject the null hypothesis. There is no
evidence to support a claim of correlation between percentage of vote and income level.
C) The test statistic is between the critical values, so we reject the null hypothesis. There is sufficient
evidence to support a claim of correlation between percentage of vote and income level.
D) The test statistic is not between the critical values, so we reject the null hypothesis. There is sufficient
evidence to support a claim of correlation between percentage of vote and income level
Option C is correct. The test statistic is not between the critical values, so we reject the null hypothesis. There is sufficient evidence to support a claim of correlation between percentage of vote and income level.
How to find the correlationThe scatter plot is the plot that is used to show the correlation that is known to exist between the given data sets that is of interests. It helps by showing the existing relationship between the x values and the y values in the question.
When we look at the graph properly, if we are to rule a line we would find out that most of the data points in the equation fall under the line in the data set. This shows that there is high correlation between these two variables.
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A 80 kg patient needs a medication x in the amount of 0.25 mg/kg/day. The medication comes in a liquid solution of 50 mg for every 10mg. How many ml of this solution will this patient need in a day
Answer:
v = 100ml
Step-by-step explanation:
0,25mg/kg
-----------> 0,25 * 80 = 20mg
50ml for every 10mg
'v"ml for 20mg
10 * v = 50 * 20
v = 100ml
Find the value of p.
-25 = -4p + 19
Answer:
9.75
Step-by-step explanation:
-25 = -4p + 19
-25 - 19 = -4p
-39 ÷ -4 = p
9.75 = p
Genesis is older than Dylan. Their ages are consecutive integers. Find Genesis's age if
the product of their ages is 110.
(ill give brainliest )
Answer:
Dylan is 10 years old, and Genesis is 11.
Step-by-step explanation:
If Genesis and Dylan's age are consecutive integers, and Genesis is older, we can represent their ages as:
Dylan's age: x
Genesis' age: x+1
This would mean Genesis is a year older than Dylan.
The product of their ages is 110.
We can write an equation:
x×(x+1)=110
x²+x=110 (Distribute x)
x²+x-110=0 (Move 110 to the other side)
You can solve this by the quadratic equation, by factoring or by completing the square
I'll solve it by the quadratic equation:
We must first find the coefficients a, b and c, and then plug it into the formula.
\(x = \frac{ - 1 + - \sqrt{ {1}^{2} - 4 \times 1 \times - 110} }{2 \times 1} \\ x = \frac{ - 1 + - \sqrt{1 + 440} }{2} \\ x = \frac{ - 1 + - 21}{2} \)
Since we have a ± symbol, we get 2 real solutions, x1 and x2.
x=-1±21/2
x1=-1+21/2
x1=20/2
x1=10
x2=-1-21/2
x2=-22/2
x2=-11
Since their age can't be negative, x2 can't be a solution, so Dylan's age must be 10, and Genesis' age must be 11.
Hope this helps, and let me know if you need help with another method to solve this problem!
b. Rewrite 4 x 63 as the product of a unit fraction and a whole number.
Solve.
Rewriting 4 x 3/6 as the product of a unit fraction and a whole number is: 12 * 1/6
How to multiply fractions?The parameters are given as:
Number - 4
Fraction - 3/6
The following steps can be used to determine the product as the product of a whole number and a unit fraction:
Step 1 - Remember the whole number are those numbers that involve all positive integers and zero.
Step 2 - Also remember that the unit fraction is nothing but a fraction whose numerator is 1.
Step 3 - Write the given expression.
4 * 3/6
Step 4 - Convert the given fraction into a unit fraction by multiplying 4 by 3 in the above expression.
4 * 3 * 1/6
Step 5 - Simplify the above expression.
12 * 1/6
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How can I solve the statement below?
Solve for angle A in the right triangle below, given that b = 2.5 and c = 6. (Note: Drawing is not necessarily to scale.)
9514 1404 393
Answer:
A ≈ 65.4°
Step-by-step explanation:
The mnemonic SOH CAH TOA is intended to remind you of the trig relations associated with pairs of sides. For angle A, given sides b and c are the adjacent side and the hypotenuse, respectively. The appropriate relation is ...
Cos = Adjacent/Hypotenuse
cos(A) = b/c
A = arccos(b/c) = arccos(2.5/6)
A ≈ 65.4°
Proportional Relationships & Percentages: Question 6 Coach Doss orders 80 new uniforms for the upcoming season. He gets a 14% discount on each uniform. The original price of each uniform is $60. What is the total amount Coach Doss pays for all of the new uniforms?
Answer:
$4,128
Step-by-step explanation:
$60 / 0.14 = $8.4
$60 - $8.4 = $51.6
$51.6 x 80 = 4,128