Linear question A:y=3x
Linear equation B is partially represented by the points in this table
Which linear equation has the greater slope

Answer:

Simple random sampling

Answer:

c

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

formula for equation of line with two given points:

(y-y1)= m(x-x1)

so Its B

Answer:

25 tennis balls

Step-by-step explanation:

20/5 = 100/x

x = 25

Answer:

25 tennis balls

Step-by-step explanation:

20x5= 100

5x5=25

there are 25 tennis balls in the bag

Step-by-step explanation:

2 1/3

=2*3+1/3

=7/3

Answer:

i think so

Step-by-step explanation:

if you flip the pockets  on each other they are the same and im pretty sure thats what congrueant means no?

Answer:

they are congruent

Step-by-step explanation:

if you place them side by side you can see that the pockets are mirrored from each other

1 kilogram is equal to approximately 2.205 pounds (lbs).

Pounds are defined as the unit of weight of an object. This type of weighing in pounds is generally used in Britain.

It is also denoted as Lb or Lbs in short.The full form of Lb is Libra which is a Latin word meaning balance or scales. It also stands for the ancient Roman unit of measure “libra pondo” which means “a pound by weight.”

Pounds (lb) and kilograms (kg) are two of the most commonly used units to measure the mass of a specific body.

Therefore, accurate conversion between these two is very essential and important for accurate trade, engineering, and science study.

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Answer: B

Explanation:

A + B = (2x - 7x² + 3) + (4x² - 12x) = 2x - 7x² + 3 + 4x² - 12x = -3x² -10x + 3

The expressions for the lengths of the segments obtained using vectors notation are;

a. i. \(\overrightarrow{LA}\) = q - (1/2)·p  ii. \(\overrightarrow{AN}\) = (2/7)·(p - q)

b. The expressions for \(\overrightarrow{MN}\), \(\overrightarrow{LA}\), and \(\overrightarrow{AN}\) indicates;

\(\overrightarrow{MN}\) = (1/84)·(46·q - 11·p)

A vector is a quantity that has magnitude and direction and are expressed using a letter aving an arrow in the form, \(\vec{v}\)

a. i. \(\overrightarrow{LA}\) = \(\overrightarrow{BA}\) - \(\overrightarrow{LB}\) =  \(\overrightarrow{BA}\) - (1/2) × \(\overrightarrow{CB}\)

\(\overrightarrow{BA}\) - (1/2) × \(\overrightarrow{CB}\) = q - (1/2)·p

\(\overrightarrow{LA}\) = q - (1/2)·p

ii. \(\overrightarrow{AC}\) = \(\overrightarrow{BC}\) - \(\overrightarrow{BA}\)

\(\overrightarrow{AN}\) = (2/7) × \(\overrightarrow{AC}\)

\(\overrightarrow{AN}\) = (2/7) × \(\overrightarrow{BC}\) - \(\overrightarrow{BA}\)

\(\overrightarrow{AN}\) = (2/7) × (p - q)

b. \(\overrightarrow{MN}\) = \(\overrightarrow{MA}\) + \(\overrightarrow{AN}\)

\(\overrightarrow{MA}\) = (5/6) × \(\overrightarrow{LA}\)

\(\overrightarrow{LA}\) = q - (1/2)·p

\(\overrightarrow{AN}\) = (2/7) × (p - q)

Therefore;

\(\overrightarrow{MN}\) = (5/6) × ( q - (1/2)·p) + (2/7) × (p - q)

\(\overrightarrow{MN}\) = (1/84) × ( 70·q - 35·p + 24·p - 24·q) = (1/84)(46·q - 11·p)

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The value of a in the equation is 5.

The expression can be solved below using the law on indices.

Therefore,

\(a^{x} X a^{y} = a^{x+y}\)

Therefore,

\(\frac{x^{a^{2}} }{x^{ab} } = x^{10}\)

a - b = 2

let's find a.

\(\frac{x^{a^{2}} }{x^{ab} } = x^{10}\)

cross multiply

\(x^{ab} X x^{10} = x^{a^{2} }\)

Using law of indices,

ab + 10 = a²

Therefore,

a²  - ab = 10

a(a - b) = 10

2a = 10

a = 10 / 2

a = 5

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Answer:

-13

Step-by-step explanation:

Answer:

-13

Step-by-step explanation:

Becuase 13's opposite is -13.

(If you still dont understand you can search up negative and positive number lines up to 20!)

Answer:

3 2/3

Step-by-step explanation:

7 1/6 - 3 1/2= 3 2/3

Answer:

yes

Step-by-step explanation:

Since there is one value of y for every value of x, this relation is a function.

The relation is a function.

The size of the pizza stone needed is 24cm.

Given data :

c = 2πr

c = πd

Let's substitute the values into the equation and solve.

c = πd

75.36 = 3.14 * d

d = 75.36 / 3.14

d = 24 cm

The size of the pizza stone needed is 24cm

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b. convergent Since the limit approaches infinity, the integral diverges. Therefore, the answer is convergent .

To determine the convergence of the integral [infinity] 39 ln(x) x dx, we can use the integral test. This test states that if f(x) is a continuous, positive, and decreasing function on [a, infinity), then the improper integral [a, infinity) f(x) dx converges if and only if the series sum from n=a to infinity of f(n) converges.

In this case, we have f(x) = 39 ln(x)/x, which is a continuous, positive, and decreasing function on [1, infinity). Thus, we can apply the integral test.

Let's evaluate the integral using integration by parts:

∫ 39 ln(x)/x dx = 39 ∫ ln(x) d(ln(x))
= 39 (ln(x))^2/2 + C

Now, we need to check whether the integral converges or diverges.

As x approaches infinity, ln(x) grows without bound, so (ln(x))^2 grows even faster. Thus, the integral is improper at infinity.

We can evaluate the limit as x approaches infinity of (ln(x))^2/2 to determine whether the integral converges or diverges:

lim (x → infinity) (ln(x))^2/2 = infinity

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a. The population of interest is University of California Berkeley undergraduates, and the sample consists of 129 undergraduates from that population. b. The results of the study cannot be generalized to the population, and the findings do not establish a causal relationship between social class identification and candy taking behavior.

a. The population of interest in this study is University of California Berkeley undergraduates. The sample in this study consists of 129 University of California Berkeley undergraduates who were selected to participate in the study.

b. The results of the study cannot be generalized to the entire population. The findings are limited to the specific sample of 129 University of California Berkeley undergraduates who participated in the study. Generalizing the results to a broader population would require a larger and more diverse sample that represents a wider range of demographics.

As for establishing causal relationships, the study can provide evidence for a correlation between social class identification and candy taking behavior. However, it cannot establish a definitive causal relationship. Other factors or variables that were not measured or controlled for could potentially influence the observed relationship. To establish a causal relationship, further research using experimental designs and rigorous controls would be necessary.

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The probability of hitting a yellow balloon on the first try is 10/25 or 2/5. After hitting the first yellow balloon, there are now 24 balloons left on the board, with 9 of them being yellow. The probability of hitting a yellow balloon on the second try is 9/24 or 3/8. To find the probability of both events happening, we multiply the probabilities together:

P(first yellow) * P(second yellow) = (2/5) * (3/8) = 6/40 = 3/20

Therefore, the probability that the next balloon hit is also yellow given that the first balloon hit is yellow is 3/20.

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% change = difference / original x 100

% change = (0.75 / 2.5) x 100

% change = 30%

It was a 30% change

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Answer:

They are 30% less

Step-by-step explanation:

2.5:100=0.75:x

The engineer measuring the western rod with a sample size of 20 is expected to have a more precise (narrower) confidence interval compared to the engineer measuring the eastern rod with a sample size of 25.

The engineer who measures the length of the western rod 20 times and calculates the average is expected to have a more precise (narrower) confidence interval compared to the engineer who measures the length of the eastern rod 25 times.

In statistical terms, the precision of a confidence interval is influenced by the sample size. The larger the sample size, the more precise the estimate tends to be. In this case, the engineer measuring the western rod has a sample size of 20, while the engineer measuring the eastern rod has a sample size of 25. Since the sample size of the western rod is smaller, it is expected to have a narrower confidence interval and therefore a more precise estimate of the true length of the rod.

A larger sample size provides more information and reduces the variability in the estimates. It allows for a more accurate estimation of the population parameter. Therefore, the engineer with a larger sample size is likely to have a more precise interval.

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Hello!

To solve this exercise, we must use the formula below:

Let's rewrite the information contained in the exercise as ordered pairs:

• (x1, y1) = (2002, 23,400)

• (x2, y2) = (2006, 27,800)

Knowing it, we can replace the values in the formula and solve it:

The rate is 1100 people per year.

Out of the given options, the one that is not an advantage of using a sample versus a census is population size. The reason for this is that whether you use a sample or a census, the population size remains the same. However, there are several advantages to using a sample over a census.

Firstly, a sample generates a smaller dataset to analyze, which can save time and resources. Secondly, using a sample can be less expensive than conducting a census, which involves surveying every member of the population. Lastly, using a sample provides ready access to respondents, as it is often easier to reach a smaller group of people than an entire population. However, it is important to note that using a sample also has its limitations, such as the potential for sampling bias and the need to ensure that the sample is representative of the population being studied. Overall, the choice between using a sample or a census depends on the research question, available resources, and the level of accuracy and precision required.

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Using the Probability formula ,

the probability that first card is odd and second card is greater than 8 is 1/10.

Probability is defined as the total number of favourable outcomes divided by total numbers of outcomes.

We have total 10 cards between 1 to 10 there are 5 even and 5 odd numbers.

so, Total possible outcomes = 10

= {1,2,3,4,5,6,7,8,9,10}

two different cards are drawn out of 10 cards favourble outcomes ( odd card drawn on first draw) = 5

probability that first card is odd(P₁) = 5/10

numbers greater than 8 = {9,10 } = 2

probability that second card is greater than 8 (P₂)

= 2/10

Now , probability that first card is odd and second one is greater than 8 = P₁×P₂ = (5/10)×(2/10) = 1/10

Hence, total probability that first card is odd and second one is greater than 8 is 1/10 .

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x is equal to 3 if not then I just we are asking the wrong questions

Answer:

Polygon. A closed plane figure for which all sides are line segments. The name of a polygon describes the number of sides. A polygon which has all sides mutually congruent and all angles mutually congruent is called a regular polygon.

As the project progresses, the actual finish times (AFs) of completed activities play a crucial role in determining various aspects of the project schedule.

The AFs are used to calculate the earliest start and earliest finish times for the remaining activities in the network diagram. These calculations are based on the dependencies between activities and the actual durations of completed activities.

By considering the AFs, the project team can determine the earliest possible start and finish times for the remaining activities, taking into account the sequence of activities and any imposed constraints. This information helps in managing the project schedule and identifying any potential delays or critical paths.

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Answer:

The answer is c. 81.76%

Answer: 17.59 cm

Step-by-step explanation: C=2πr=2·π·2.8=17.59292 cm

Answer:

The y-intercept is -58

The equation is y=7x-58

Step-by-step explanation:

We'll look for an equation of the form y=mx+b, where m is the slope and b the y-intercept (the value of y when x is 0).

We are given the slope and one point on a line.  The slope, m, of 7 leads us to:

    y=7x+b

We need a value for b that will force the line to go through point (4,-30).  Enter that point in the above equation and solve for b:

  y = 7x+b

  -30 = 7(4)+b  for point (4,-30)

  -30 =  28 + b

      b = -58  [b is the y-intercept]

The equation is y = 7x-58

See the attached graph.

Answer:

\(|7m- 56| = 56 - 7m\)

Step-by-step explanation:

Given

\(|7m- 56|\)

\(m < 8\)

Required

Rewrite the expression without absolute values

The first step is to check if the expression in |...| is positive or negative;

The question says m < 8,

This means the value of m could be 7, 6 ...

Let's assume m is 7

\(7m - 56 = 7 * 7 - 56 = 49 - 56 = -7\)

This means that the expression \(|7m- 56|\) will give a negative value if \(m < 8\)

So,

\(|7m- 56| = -(7m - 56)\)

Open bracket

\(|7m- 56| = -7m + 56\)

Rearrange

\(|7m- 56| = 56 - 7m\)

The expression can't be further simplified