Solving by substitution- Day 1
solve the following system of equations y=9x-9 y=9

plugit in the ccauñator

Answer:

13, 11

Step-by-step explanation:

common difference=-2

15+(-2)=13

13+(-2)=11

The probability of the intersection of two events occurring can never be more than the probability of the union of two events occurring.

False.

It should be stated that the likelihood of the intersection of two events occurring is always less than the likelihood of the events occurring together.

It is always less likely than or equal to the likelihood of either event occurring alone for an intersection of two events, which is the chance that both occurrences take place.

In other words, the probability of the intersection and the probability of the union are subsets of one another.

The chance of the intersection of two events occurring can never be greater than the likelihood of the union of two events occurring, hence that is the right statement.

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The differences disappear on later tests due to the improved mathematics education and curriculum in the United States.

The initial lag in performance of U.S. middle school students compared to their Japanese counterparts in international algebra tests can be attributed to various factors, including differences in teaching methods, curriculum, and cultural emphasis on mathematics. However, over time, the differences tend to disappear as U.S. students progress through their education and benefit from improved mathematics education and curriculum.

In recent years, the United States has made efforts to enhance its mathematics education system, implementing reforms and adopting new teaching strategies to improve student outcomes. These changes aim to provide students with a deeper understanding of mathematical concepts and problem-solving skills. As a result, U.S. students have shown improvements in their performance on later tests, narrowing the gap with their Japanese peers.

While U.S. middle school students may initially lag behind their Japanese counterparts in international algebra tests, the differences tend to disappear on later tests due to the ongoing efforts to enhance mathematics education in the United States. Continuous improvements in curriculum, teaching methods, and student support contribute to closing the gap and ensuring that U.S. students can compete globally in mathematics proficiency.

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The exact solution of this equation involves solving a quadratic equation, which may not result in a simple integer value for x.

To find the point (x, y) on the function f(x) = 6 - 7x that is closest to the point (-10, -4), we need to minimize the distance between the two points.

The distance between two points (x1, y1) and (x2, y2) is given by the formula:

d = sqrt((x2 - x1)^2 + (y2 - y1)^2)

In this case, we want to minimize the distance between the point (-10, -4) and any point on the function f(x) = 6 - 7x. So we can set up the distance equation:

d = sqrt((-10 - x)^2 + (-4 - (6 - 7x))^2)

To find the point (x, y) that minimizes the distance, we can find the value of x that minimizes the distance equation. Let's differentiate the distance equation with respect to x and set it equal to zero to find the critical point:

d' = 0

Differentiating and simplifying the equation, we get:

(-10 - x) + (-4 - (6 - 7x))(-7) = 0

Solving this equation will give us the value of x at the closest point. Plugging this x-value into the function f(x) = 6 - 7x will give us the corresponding y-value.

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Therefore, we can conclude that if A and B are non-empty sets of positive integers, then A + B is finite if and only if both A and B are finite.

The given problem is asking us to prove that A + B is finite if and only if both A and B are finite, where A and B are non-empty sets of positive integers. Let us try to prove this claim.Step 1: Prove that A + B is finite if A and B are finiteWe can prove this statement by contradiction. Let's assume that A and B are finite, but A + B is infinite. Since A and B are finite, they must have a maximum element, say a_0 and b_0. Then, A + B contains all the positive integers greater than or equal to a_0 + b_0. But this contradicts the assumption that A + B is infinite. Hence, A + B must be finite.Step 2: Prove that A + B is infinite if A or B is infiniteLet's assume that A is infinite and B is finite. We will show that A + B is infinite. Since A is infinite, we can find a_1 > a_0 such that a_1 ∈ A. Similarly, we can find b_1 ∈ B such that b_1 > b_0. Then, a_1 + b_1 > a_0 + b_0. Thus, A + B contains all the positive integers greater than or equal to a_1 + b_1, which means A + B is infinite. Similarly, we can prove that A + B is infinite if B is infinite. Hence, we have proved that A + B is finite if and only if both A and B are finite.Conclusion:Therefore, we can conclude that if A and B are non-empty sets of positive integers, then A + B is finite if and only if both A and B are finite.

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To determine the number of ways the ant can move to the bottom left corner of the 4x6 checkerboard in exactly 10 moves, we can approach this problem using combinatorics and counting techniques.

Let's represent the ant's movements as a sequence of "U" (up), "D" (down), "L" (left), and "R" (right) corresponding to the directions the ant can move. Since the ant needs to reach the bottom left corner in exactly 10 moves, the sequence will consist of 10 characters.

Now, let's count the number of valid sequences. To reach the bottom left corner, the ant needs to move down six times and left four times. Therefore, we need to find the number of different arrangements of six "D" and four "L" in the sequence of 10 moves.

This can be calculated using combinations (binomial coefficients). The formula for combinations is:

C(n, k) = n! / (k! * (n - k)!)

In this case, we need to calculate C(10, 4) since we are selecting 4 positions for "L" from a total of 10 positions.

C(10, 4) = 10! / (4! * (10 - 4)!)

        = 10! / (4! * 6!)

        = (10 * 9 * 8 * 7) / (4 * 3 * 2 * 1)

        = 210

Therefore, there are 210 different ways the ant can move to the bottom left corner of the 4x6 checkerboard in exactly 10 moves.

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Answer:

anyways kikiwaka nana

Step-by-step explanation:

zu zu zu fheibgerghberg

rejgnerkgnerjgeik

Answer:

6a-6n+36

Step-by-step explanation:

-10a-9n+16-30+3n+15a+50+a

Combine a...

-10a+15a= 5a+a=6a

Combine n...

6a-9n+16-30+3n+50

-9n+3n= -6n

6a-6n+ 16-30+50

Combine # w no variable

Answer: 6a-6n+36

Answer:

ok so -10a,+15a and a

9n and +3n

16,-30 and +50

Step-by-step explanation:

The selection depends on individual needs, preferences, and the intended use of the tiny house.

a) To find the amount of space inside each house, we need to calculate the volume for each design.

House on the left:

Volume = length x width x height = 2.5 m x 18 m x 2.8 m = 126 m³

Triangular house:

Volume of a triangular prism = (base area x height) / 2

Base area = (1/2) x base x height = (1/2) x 4 m x 10 m = 20 m²

Volume = (20 m² x 7 m) / 2 = 70 m³

b) When comparing the environmental impacts of each house, several factors need to be considered:

Positive impacts:

1. Material usage: Tiny houses use fewer materials, reducing resource consumption and waste generation.

2. Energy efficiency: Smaller living spaces require less energy for heating, cooling, and lighting, leading to lower energy consumption.

3. Land utilization: Tiny houses can be built on smaller plots of land, preserving green spaces and reducing urban sprawl.

Negative impacts:

1. Construction materials: Although tiny houses use less material overall, the environmental impact depends on the types of materials used. Sustainable and eco-friendly materials should be prioritized.

2. Water and waste management: Adequate provisions for water supply and waste disposal should be implemented to minimize environmental impacts.

3. Transportation: The transportation of tiny houses to their locations can contribute to carbon emissions if not done efficiently.

c) The choice of design for a tiny house depends on personal preferences and priorities. However, considering the provided information:

The house on the left offers a larger interior space of 126 m³, providing more room for living and storage. It may be suitable for individuals or couples who desire more space and functionality within their tiny house.

The triangular house has a smaller interior volume of 70 m³ but offers a unique design and aesthetic appeal. It may be preferred by individuals who prioritize a distinctive architectural style or who are looking for a minimalist and cozy living space.

Ultimately, the selection depends on individual needs, preferences, and the intended use of the tiny house. Factors such as lifestyle, desired amenities, and personal values regarding sustainability and resource conservation should be considered when making the final decision.

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Answer:

Step-by-step explanation:

B

Answer:

656 cm2

Step-by-step explanation:

Hope this helps!

The two companies will charge the same amount at $25802.99 when 141.86 tons of sugar are transported.

the second company charges $4092 to rent trucks plus an additional fee of $175.75 for each ton of sugar. for what amount of sugar do the two companies charge the same what is the cost when the two companies charge the same

Hence, we can form an equation using this information.

The total cost, C, of the first company can be expressed as:  

C=150.25x+4500

he total cost, C, of the second company can be expressed as:  

C=175.75x+4092

The two costs are equal at their intersection point.

Equating both expressions for C gives:  

150.25x+4500=175.75x+4092

Simplifying and solving for x gives:

x = 141.86 tons (rounded to 2 decimal places)

Substitute x = 141.86 into either expression for C to determine the cost of transporting 141.86 tons of sugar.  

C=175.75(141.86)+4092

= 4500 + 150.25(141.86)=  $25802.99

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To calculate the average density of solid S, we need to first find the total mass of solid S and then divide it by the total volume of solid S.

Let's start by finding the volumes of the frustum, cone, and hemisphere.

Volume of cone = (1/3)πr²h = (1/3)π(3.6)²(6.4) ≈ 82.99 cm³

Volume of frustum = (1/3)πh (r₁² + r₂² + r₁r₂)

= (1/3)π(3.2)(3.6² + 3.2² + 3.2*3.6) ≈ 43.97 cm³

Volume of hemisphere = (2/3)πr³ = (2/3)π(3.6/2)³ ≈ 22.62 cm³

Total volume of solid S = volume of cone + volume of frustum + volume of hemisphere

≈ 82.99 + 43.97 + 22.62

≈ 149.58 cm³

Next, we can find the masses of the frustum and hemisphere using their densities and volumes:

Mass of frustum = density × volume = 2.4 × 43.97 ≈ 105.53 g

Mass of hemisphere = density × volume = 4.8 × 22.62 ≈ 108.50 g

To find the mass of the cone, we need to subtract the mass of the frustum from the mass of the solid cone:

Mass of cone = density × volume of cone - mass of frustum

= 2.4 × 82.99 - 105.53

≈ 100.60 g

Total mass of solid S = mass of cone + mass of frustum + mass of hemisphere

≈ 100.60 + 105.53 + 108.50

≈ 314.63 g

Finally, we can calculate the average density of solid S by dividing the total mass by the total volume:

Average density of solid S = total mass / total volume

≈ 314.63 / 149.58

≈ 2.104 g/cm³

Therefore, the average density of solid S is approximately 2.104 g/cm³.

The number of students who were wearing spirit wear at the assembly is = 120.

As given in Question that 3 out of 10 students were wearing spirit were.

if we have these type of Question then we will find the fraction part for 1 student as given 3 out of 10 then  the fraction part for 1 will be = 3/10 = 0.3

for 1 student there  is 0.3 fraction of students has wear spirit wear

so for 400 students were at the assembly

for 1 fraction is 0.3

for 400 = 400*(0.3 )= 120

Here 120 students were wear spirit wear in assembly

as like type we can solve for any number of students who were in assembly . like if there is 500 student the we can do like 500*.03 = 150 students.

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Answer:

ur welcome

Step-by-step explanation:

this is what i think

please mark brainiest

The new temperature after the fall is 60 degrees Fahrenheit.

Temperature is the measure of the degree of hotness or coldness of an object or a region with respect to a standard value. It is expressed in units such as degrees Celsius (°C) or Fahrenheit (°F). A change in temperature can be an increase or decrease.

In this case, the temperature fell by 20 from the initial temperature of 80.

Therefore, the new temperature can be determined by subtracting the amount of the fall from the initial temperature. Thus, the new temperature is 60. The temperature went from 80 to 60. A fall of 20 has occurred.

Therefore, to get the new temperature after the fall, we need to subtract the amount of the fall from the initial temperature.

This is the same as finding the difference between the initial temperature and the fall. Thus, subtracting 20 from 80 gives 60.

Hence, the new temperature after the fall is 60 degrees Fahrenheit.

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Answer:

x=25 I believe

Step-by-step explanation:

So, 130° should be for both the angles at the top, so that leaves 100° left for the ones at the bottom because 360 - 260 = 100

So since the 2 angles at the bottom should be equal to each other, we have 4x for the bottom 2 angles.

So, 4x = 100

So, x = 25

2.1 The volume in ml of one can of cold drink is 83 ml.

2.2 The height of the cooler bag is 18 cm.

2.3 The volume in ml of the cooler bag if the breadth of the bag is 12 cm and the length 18 cm is 3,888 ml.

2.4 The circumference of the can is 18.84 cm.

In Mathematics and Geometry, the volume of a cylinder can be calculated by using this formula:

Volume of a cylinder, V = πr²h

Where:

By substituting the given side lengths into the volume of a cylinder formula, we have the following;

Volume of can = 3.14 × (6/2)² × 8.84

Volume of can = 83.27 cm³.

Note: 1 cm³ = 1 ml

Volume of can in ml = 83.27 ≈ 83 ml.

Part 2.2.

For the height of the cooler bag, we have:

Height of cooler bag = 2 × height of can

Height of cooler bag = 2 × 8.84

Height of cooler bag = 17.68 ≈ 18 cm.

Part 2.3

Volume of cooler bag = length × breadth × height

Volume of cooler bag = 18 × 12 × 18

Volume of cooler bag = 3,888 ml.

Part 2.4

The circumference of the can is given by:

Circumference of circle = 2πr

Circumference of can = 2 × 3.14 × 3

Circumference of can = 18.84 cm.

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Missing information:

The question is incomplete and the complete question is shown in the attached picture.

Positive correlation means that both variables tend to increase (or decrease) together. Thus, Option A is the answer.

Positive correlation refers to a relationship between two variables in which an increase in one variable is associated with an increase in the other variable. Negative correlation, on the other hand, refers to a relationship in which an increase in one variable is associated with a decrease in the other variable. No correlation means that there is no relationship between the two variables.

To determine the strength of a correlation, we can use a statistical measure called the correlation coefficient, which ranges from -1 to 1. A correlation coefficient of 1 indicates a perfect positive correlation, a correlation coefficient of -1 indicates a perfect negative correlation, and a correlation coefficient of 0 indicates no correlation.

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Answer:

The answer is B there's the steps ;))

The inequality that represents the cost of each cookie is C ≤ $2, where C is the cost of each cookie.

An inequality is a mathematical expression that shows a relationship between two values that may not be equal. To represent the cost of each cookie using an inequality, we can first determine the cost per cookie by dividing the total cost of a box by the number of cookies in each box. In this case, that would be $16 divided by 8 cookies.

Let C represent the cost of an individual cookie. Since the most a box can cost is $16, the highest cost per cookie would be $16 / 8 = $2. To express this situation as an inequality, we can write:

C ≤ $2

This inequality indicates that the cost of each cookie (C) must be less than or equal to $2, ensuring that the total cost for a box of cookies does not exceed the maximum price of $16. By using this inequality, we can evaluate different cookie flavors and their respective costs to confirm that they meet Cindy's Sweet Treats' pricing requirements.

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Part a: The volume of such base would appear to be larger than it was if the bubble was already let go before the titration's equivalence point.

Part b: There would be no impact if the bubble had already been let go after the equivalent point.

For the stated condition-

An air bubble was present in the buret tip as the student started his part II titration. Unnoticed bubble release occurred at some point in the titration.

The inaccuracy in his titration findings that the bubble would've have made if:

Part a: If the bubble had burst before the titration's equivalence point, the base's volume would have appeared larger than it originally was, having the base seem stronger than it is, and changing calculations.

Part b: There would be no impact if the bubble had already been let go after the equivalent point.

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K' ( -2, 2) , L' (1,2) , M' (1,-1) , N' (-2,-1)

Firstly, we needt to identify the coordinates of the vertices of the quadilateral

Afterwards, we then perform the translation

The translation simply means we add 2 to the x-value and add 4 to the y-value

So if we had coordinates of a vertex as (x,y); upon translation, we will have (x + 2, y+ 4)

Let us identify the vertices;

K'

K (-4,-2)

L (-1,-2)

M (-1,-5)

N (-4,-5)

After translation, we have;

K' ( -2, 2) , L' (1,2) , M' (1,-1) , N' (-2,-1)

We are given the following two points.

Let us find the distance between these two points.

Recall that the distance formula is given by

The income range where the piecewise function f(x) = 0.05x - 300 is defined is from $0 to $6,000. This means that for incomes below $6,000, the tax rate is 5% according to the given function.

The problem states that the income tax for Aribraska is modeled by a piecewise defined function. This means that different tax rates apply to different ranges of income. The given piecewise function is f(x) = 0.05x - 300, where x represents the income.

To determine over which part of the domain the piecewise function is defined as f(x) = 0.05x - 300, we need to identify the income range to which this function applies.

First, we note that the function f(x) = 0.05x - 300 represents the tax rate of 5% on the income. We can set up an equation to find the income range where this tax rate applies.

0.05x - 300 = 0

Solving this equation, we get:

0.05x = 300

x = 300 / 0.05

x = 6000

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The premises is R • ∼E • ∼D • G

This is the desired conclusion.

The premises, we can conclude that:

R • ∼E • ∼D

The following steps of deductive reasoning:

From premise 3 and the contrapositive of premise 1 can deduce that:

∼(E • D) ⊃ ∼R

Using De Morgan's Law can rewrite this as:

(∼E ∨ ∼D) ⊃ ∼R

Since R ⊃ (E • D) by premise 1 can substitute this into the above equation to get:

(∼E ∨ ∼D) ⊃ ∼(R ⊃ (E • D))

Using the rule of implication can simplify this to:

(∼E ∨ ∼D) ⊃ (R • ∼(E • D))

From premise 2 know that R • ∼G.

Using De Morgan's Law can rewrite this as:

∼(R ∧ G)

Combining this with the above equation get:

(∼E ∨ ∼D) ⊃ ∼(R ∧ G ∧ E ∧ D)

Simplifying this using De Morgan's Law and distributivity get:

(∼E ∨ ∼D) ⊃ (∼R ∨ ∼G)

Finally, using premise 3 and modus ponens can deduce that:

∼E ∨ ∼D ∨ G

Since we know that R • ∼G from premise 2 can substitute this into the above equation to get:

∼E ∨ ∼D ∨ ∼(R • ∼G)

Using De Morgan's Law can simplify this to:

∼E ∨ ∼D ∨ (R ∧ G)

Multiplying both sides by R and ∼E get:

R∼E∼D ∨ R∼EG

Using distributivity and commutativity can simplify this to:

R(∼E∼D ∨ ∼EG)

Finally, using De Morgan's Law can rewrite this as:

R(∼E ∨ G) (∼D ∨ G)

This is equivalent to:

R • ∼E • ∼D • G

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Answer:

7x4

Step-by-step explanation: =43

Based on the mean, standard deviation, and the graph, the indicated IQ score would be 115.

First, find the z value:

P(Z<z) = 1 - tail value

= 1 - 0.1587

= 0.8413

According to the z-value, this gives a value of:

z = 1

The indicated IQ score is:

= mean + z value z standard deviation

= 100 + 1 x 15

= 115

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Answer:

x = 103.8

Step-by-step explanation:

Calc: [2nd] [VARS] [invNorm]

area: 0.6

z = .2533471011

x = u + (z × o)

x = 103.8