PLEASE HELP ILL MARK BRAINLIEST

The constant differences between the consecutive terms are 2 (a); 2 (b), -3 (c), 7 (d), 1(e), and 6(f).

In math, the constant difference can be defined as the number that defines the pattern of a sequence of numbers. This means that number that should be added or subtracted to continue with the sequence.

Due to this, to determine the constant difference it is important to observe the pattern and find out the number that should be added. For example, if the sequence is 2, 4, 6, 8, there is a difference of 2 between each of the numbers and this is the constant difference.

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1.) 1

Let's start with 18 degrees and then subtract 12 degrees from it

18-12=6

Now let's take 6 degrees and subtract 5 from it

6-5=1

At 2 pm the temperature was 1 degree.

2.) $125

Start with the total amount John had ($250) and then subtract his remaining amount ($125) to find out how much he withdrew.

$250-$125=$125

A box-and-whisker plot, also known as a box plot, is a data visualization technique used to summarize and display the distribution of a set of values.

The five-number summary, which includes the minimum value, the first quartile (Q1), the median, the third quartile (Q3), and the maximum value, is used to create the box plot. In this case, we are comparing the data for two cities, Greenville and Oaktown.

The five-number summary for each city is provided in the question: Greenville: minimum = 1 Q1 = 8 median = 12 Q3 = 16 maximum = 22 Oaktown: minimum = 2 Q1 = 6 median = 8 Q3 = 9 maximum = 15 To construct a box-and-whisker plot for each city on the same number line, we will use the following steps:

1. Draw a number line with the minimum and maximum values for both cities.

2. Draw a vertical line at the first quartile (Q1) for both cities.

3. Draw a box from Q1 to Q3 for both cities.

4. Draw a vertical line at the third quartile (Q3) for both cities.

5. Draw whiskers from the box to the minimum and maximum values for both cities.

6. Label each box-and-whisker plot with the name of the corresponding city. The resulting box-and-whisker plot for Greenville and Oaktown on the same number line is shown below:

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Answer: Troy

Step-by-step explanation:

Troy’s equation has a slope of 28, so next you need to calculate Lucy’s slope:   Go up 25, over to the right 1, so the slope is 25.

Troy has a greater slope, so his is steeper.

Answer:

26

Step-by-step explanation:

Plug in 15 for y in the first problem so instead of y=x-11 it would be 15=x-11

15=x-11

+11= +11 (you want to add 11 to both sides to get x by its self)

26=x

Answer:

-1.5,0,1

Step-by-step explanation:

sinh(ln(4)) = (exp(ln(4)) - exp(-ln(4)))/2 = (4 - 1/4)/2 = 15/8 = 1.875

sinh(4) = (exp(4) - exp(-4))/2 ≈ 27.28992

Value of the expression in which each variable was swapped out with a number from its corresponding domain sinh⁡ (l5)

sinh (5)

=sinh(1.6094) =2.39990 rad

=sinh⁡(1.6094) =2.3

By doing the following, you may determine the numerical value of an algebraic expression: Replace each variable with the specified number. Then, enter your score in your team's table.

Value of the expression in which each variable was swapped out with a number from its corresponding domain. In the case of a number with only one digit, referring to the numerical value associated with a digit by its "value" is a convenient shorthand.

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Answer:

Step-by-step explanation:

Remember that the sides of a 30-60-90 triangle are in the ratio 1:√3:2

Since the horizontal leg is half the hypotenuse, it must be a 30-60-90 triangle, and x° = 30°

Answer:

Step-by-step explanation:

It's -3

The equation of the line in slope-intercept form is y = 3x + 4.

We can use the combination formula to determine how many different packages can be created from a set of 24 crayons with 36 different colours.

The formula for the mixture is provided by:

n C r equals n!/r! (n-r)!

where r is the number of items we want to choose, n is the total number of items, and! stands for the factorial of a number, which is the sum of all positive integers up to that number.

In this instance, we are trying to determine how many various methods there are to choose 24 crayons from a set of 36 colours, regardless of the sequence in which they are chosen. Consequently, we can apply the following combination formula:

36 C 24 = 36! / (24! * 12!)

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Answer:

y=⅔m-8 or 3y=2m-8

Step-by-step explanation:

put both equations in the form y=mx+c and solve simultaneously. when done, you will recive values for m and c. replace those values into y=mx+c

Answer:

72°

Step-by-step explanation:

Given two vectors a and b, The vector i+3j will form a right angled triangle with the x-axis (i.e the horizontal axis).

The opposite side of the triangle on the Cartesian plane will be 3units along the y axis while the adjacent will be 1 unit along the x axis.

The angle between thus two vectors is expressed as tan (theta) = opp/adj

tantheta = 3/1

theta = tan^-1(3)

Theta = 71.57° ≈ 72° to nearest degree

The relationship of proportion is shown below.

In general, the term "proportion" refers to a part, share, or amount that is compared to a total.

According to the concept of proportion, two ratios are in proportion when they are equal.

According to proportion, two sets of provided numbers are said to be directly proportional to one another if they increase or decrease in the same ratio. "::" or "=" are symbols used to indicate proportions.

Correlation is the term used to describe the relationship between two variables. The degree of link or correlation between two variables is known as proportionality or variation.

It comes in two types: direct variation or percentage, which indicates a positive correlation between the two variables. It occurs when the two variables change simultaneously.

In contrast, a negative relationship or correlation is shown by an indirect variation or proportion. Specifically, the reverse of what occurs with direct variation.

One rises while the other variables, you guessed it, fall. Because you can establish and identify how two variables connect to one another, correlations are crucial to take into account.

Note that y=1/x (indirect) and x = y (direct).

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(i) Every entry not on the diagonal of \(P^2\) must be 0. For instance, the (1, 2)-th entry in \(P^2\) is

\(\begin{pmatrix}-\dfrac12&a&a\end{pmatrix}\begin{pmatrix}a\\-\dfrac12\\a\end{pmatrix} = -a+a^2\)

All other non-diagonal entries have the same value. Then

\(-a+a^2 = a(a-1) = 0 \implies \boxed{a=0 \text{ or }a=1}\)

Meanwhile, the diagonal entries are

\(\begin{pmatrix}-\dfrac12&a&a\end{pmatrix}\begin{pmatrix}-\dfrac12\\a\\a\end{pmatrix} = \dfrac14+2a^2\)

(ii) Since \(P^2\) is diagonal, the determinant is simply the product of the entries along the diagonal. If a = 0, these entries are each 1/4, so that

\(|P^2| = \left(\dfrac14\right)^3 = \boxed{\dfrac1{64}}\)

If a = 1, they are 9/4, so that

\(|P^2| = \left(\dfrac94\right)^3 = \boxed{\dfrac{729}{64}}\)

   The line is positive because it is going upwards. The y-intercept is positive 3. It can be found by seeing where the line intercepts the y-axis. The slope of the line is 2 and it can be found by using "rise over run."

(I saw the image on another question you had asked. Have a nice day!)

The number of ice cubes that  Gregory could use in all is; 15

Algebraic word problems are defined as the questions that require translation of sentences into equations, and thereafter solving those equations. The variable in these usually represents an unknown quantity in a real-life scenario.

We are told that Greg gave a glass of water to each person at dinner. He put more than 2 ice cubes in each glass. Each glass had the same number of ice cubes.

More than 2 ice cubes tells us that there would be 3 cubes or 5 cubes especially when we consider the size of an ice cube.

Now from the given options, we see that only 15 is the number divided equally by 3 and 5.

Therefore, the total number of ice cubes will be 15.

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The missing options are;

A. 13

B. 15

C. 17

D. 19

Answer: \(f^{-1} (x) = \sqrt{x} +1\)

Step-by-step explanation:

\(y = x^2 - 2x + 1\)

We know straight away the inverse will be a square root function. We also know that this inverse will have a restriction on the domain, (because you can only take the square root of a positive number).

So, to find the inverse, first we'll switch the x and y and solve for y:

\(x = y^2 - 2y +1\)

\(x = (y-1)^2\), (factor!)

±\(\sqrt{x} = y - 1\)

So, the inverse "function" is:

\(f^-1(x)\) = ±\(\sqrt{x} +1\)

But theres an issue here!

If we tried graphing this, this "function" would not pass the vertical line test, so its not really a function at all!

We need to restrict the domain to only include the values that are above the x axis.

So our final inverse function is:

\(f^{-1} (x) = \sqrt{x} +1\)

Answer:

x ≈ 13.8 units

y ≈ 22.0 units

Step-by-step explanation:

We must use trigonometry to address this problem.

First, we know that y is the side opposite to the labelled angle, and x is the side adjacent to the labelled angle. 26 is the length of the hypotenuse.

We use cosine to find x (because cosine = adjacent / hypotenuse) and sine to find y (because sine = opposite / hypotenuse).

cos(58) = x/26

x = 26 * cos(58) ≈ 13.8

sin(58) = y/26

y = 26 * sin(58) ≈ 22.0

Thus, x ≈ 13.8 units and y ≈ 22.0 units.

~ an aesthetics lover

The equation is given as

Solve the quadratic expression by quadratic formula

Hence the value of x is obtained as

The surface area of the rectangle prism with length, width and height is 462 square inches.

Surface area of rectangle prism:

Surface area of prism is defined as the sum of the area of the 2 polygonal bases and the area of the lateral faces. The surface area of a prism is measured using square units.

Given,

Here we have the rectangle prism with length of 12 inches, a width of 9 inches, and a height of 2 inches.

Now, we need to find the surface area of the rectangle prism.

Here we have given that the  surface area, S, of a right rectangular prism with length l, width w, and height h can be found using the formula below.

S  = 2(lw + wh + hl)

Based on this, in the given question we have the value of

length l = 12 inches

width w = 9 inches

height h = 2 inches.

Now, we have to apply the values on the formula in order to solve it,

S = 2 ((12 x 9) + (9 x 2) + (2 x 12)

When we simplify it, then we get,

S = 2 (189 + 18 + 24)

S = 2 (231)

s = 462

Therefore, the surface area of the rectangle prism is 462 square inches.

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Answer:

it would be GCF= xy^2

Step-by-step explanation:

because you have to put the lowest variable for the GCF, therefore, its only 1 x and then y^2

i.2

ii.4

Step-by-step explanation:

to estimate a slope simply means to differentiate,

from the equation:f(x)=x^2+1

dx/dy=2x+0=2x

where x=1

it becomes:2(1)=2

where x=2

it becomes:2(2)=4

Answer:

To find 40% of a number, you can multiply the number by 0.4 or divide it by 2.5.

Using this method, we get:

40% of 100 is 40 (100 x 0.4 or 100 ÷ 2.5)

40% of 110 is 44 (110 x 0.4 or 110 ÷ 2.5)

40% of 140 is 56 (140 x 0.4 or 140 ÷ 2.5)

40% of 120 is 48 (120 x 0.4 or 120 ÷ 2.5)

Therefore, 40% of 100 is 40, 40% of 110 is 44, 40% of 140 is 56, and 40% of 120 is 48.

Answer:

associative

Step-by-step explanation:

8x1=8

no matter how you group it the answer will always be 8

Hey there!

Identity Property FORMULA

Addition Identity Property

a + 0 = a

Multiplication Identity Property

a × b = b × a

Associative Property FORMULA

Addition Associative Property

a + (b + c)

Multiplication Associative Property

a * (b * c) = (a * b) * c

Based on that information we have above… we should say that your answer is most likely: IDENTITY

Good luck on your assignment and enjoy your day!

~Amphitrite1040:)

Answer: D

Step-by-step explanation:

Remember the formula -

\(A = \pi\) × \(r^{2}\)

π = 3.14

\(r^{2}\) = 7

7² = 49

3.14 x 49 = 153.94

A = π · r² = π · 72 ≈ 153.93804

153.93804 ⇒ 154 (rounded)

Your answer is D.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

It takes longer for one person to flip five batches of two pennies than one batch of ten pennies, mainly for a simple reason: although 5 x 2 is equal to 10, that is, it will take the same time to flip the coins, 5 batches is greater than 1 batch, which will take longer to manipulate each of these, increasing the total time.

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The bank reconciliation reveals various errors and discrepancies between ABC Company's records and the bank statement, including missing deposits, incorrect check charges, outstanding checks, unrecorded interest proceeds, fees, NSF charges, and recording errors.

Upon analyzing the bank reconciliation for ABC Company, several discrepancies between the company's records and the bank statement are identified:

A deposit of Br. 410.90 made after banking hours does not appear on the bank statement. This indicates that the deposit was not processed by the bank before the statement was generated.

A check drawn for Br. 79 was charged by the bank as Br. 973. This suggests an error by the bank in processing the check, resulting in an incorrect charge to ABC Company.

Outstanding checks are checks issued in July but have not yet been paid by the bank. The checks include check numbers 801, 888, 890, and 891, with respective amounts of Br. 100.00, Br. 10.25, Br. 294.50, and Br. 205.00.

A check written for Br. 210 was charged by the bank as Br. 120, indicating an error in the bank's recording.

The proceeds from the collection of an interest-bearing note receivable from David, with a face amount of Br. 500, are not reflected in the bank statement.

A Br. 24.75 interest earned on the average account balance during July is included in the bank statement.

A check for Br. 10, which was recorded in the check register as Br. 100, was returned with the statement. This discrepancy could be due to an error in recording the check amount.

A Br. 5.00 fee was charged by the bank for handling the collection of a note receivable.

A Br. 50.25 check from customer John, deposited by ABC Company, was charged by the bank as Non-Sufficient Funds (NSF), indicating that the customer's check bounced.

A Br. 12.70 service charge was imposed by the bank for the month of July.

Check number 875 was issued on July 20 for Br. 85 but was erroneously recorded in the cash payment journal as Br. 58 for the payment of telephone expenses.

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Step-by-step explanation:

there is a nice formula for the height in a right-angled triangle :

h = sqrt(p×q)

h being the height to the 90° angle, p and q being the segments (left and right of the height) of the Hypotenuse.

so, in our case

x = sqrt(25×144) = 5×12 = 60