The 50th percentile of the numbers: 13. 10, 12, 10, 11 is
A. 125. B. 11 C. 10 D. 11.5
Answers
Answer:
B. 11
Step-by-step explanation:
The 50th percentile represents the halfway point of a data set and therefore, it is simply another name for the median.
We can use the following steps to find the median:
Step 1: Arrange the numbers in ascending numerical order:
10, 10, 11, 12, 13.
Step 2: Find the middle of the numbers:
Since there are 5 numbers, the median will have two numbers to the left and right of it. 11 satisfies this requirement so it is the median and thus the 50th percentile of the numbers.
Related Questions
Bonjour je ne comprend pas cette exercice pouvez vous m'aider svppp
Je suis un rectangle
Mon aire est 10+5x une de mes dimensions est 5
Que vaut mon autre dimension ?
Mercccii
Answers
Answer:
l'autre dimension x+2
Step-by-step explanation:
Formule por 'aire
L × l, longueur fois largeur
(5) x (x+2) = 5x+10
Some tennis player's believe they have a better chance of winning the point if they are the one serving for the point. Suppose that in a particular match, Samson wins 46 of the 62 points when he's serving but only 23 of the 52 points when his opponent is serving. Does this data give convincing evidence that Samson plays better when serving? a) How much better did Samson perform when serving? Calculate the difference in the percentage of points won (the test statistic). Show work. b) State the hypotheses we are interested in testing. c) Suppose that the results of a simulation gave a p-value of 0.24, interpret this value. d) What conclusion would you make based on the p-value from part d? e) If your conclusion from part d was in error, what type of error did you commit? Explain. f) Describe this type of error in context. 9) Describe how to reduce the likelihood of this error occurring. h) If we concluded that Samson's ability to win points when serving is lower than his ability to win points when his opponent is serving, can we conclude that his serving is the cause of the difference?
Answers
(A) Total number of points served by Samson and multiply by 100 (B) Null hypothesis(H0) and Alternative hypothesis (Ha) (C) there would be a 24% chance of observing a difference in performance as extreme as the one observed in the data.
(D) Based on the p-value of 0.24, we do not have strong evidence to reject the null hypothesis. (E) it would be a Type II error. (F) Type II error would mean that we concluded there is no difference in Samson's performance when serving and when his opponent is serving, but in reality, there is a difference. (G) To reduce the likelihood of a Type II error occurring, we can increase the sample size (H) No, we cannot conclude that Samson's serving is the cause of the difference in his ability to win points when serving compared to when his opponent is serving
a) The difference in the percentage of points won when serving and when the opponent is serving can be calculated by subtracting the percentage of points won when the opponent is serving from the percentage of points won when serving. To find the percentage of points won when serving, we divide the number of points won when serving by the total number of points served by Samson and multiply by 100. Similarly, to find the percentage of points won when the opponent is serving, we divide the number of points won when the opponent is serving by the total number of points served by the opponent and multiply by 100.
b) The hypotheses we are interested in testing are:
- Null hypothesis (H0): There is no difference in Samson's performance when serving and when his opponent is serving.
- Alternative hypothesis (Ha): Samson performs better when serving compared to when his opponent is serving.
c) A p-value of 0.24 indicates that if the null hypothesis were true, there would be a 24% chance of observing a difference in performance as extreme as the one observed in the data. In other words, the p-value represents the probability of obtaining the observed difference in performance or a more extreme difference, assuming that there is no actual difference in Samson's performance when serving.
d) Based on the p-value of 0.24, we do not have strong evidence to reject the null hypothesis. This means that the data does not provide convincing evidence that Samson plays better when serving compared to when his opponent is serving.
e) If our conclusion from part d was in error, it would be a Type II error. This occurs when we fail to reject the null hypothesis even though it is false. In this case, it would mean that there is a difference in Samson's performance when serving, but we failed to detect it.
f) In the context of this question, a Type II error would mean that we concluded there is no difference in Samson's performance when serving and when his opponent is serving, but in reality, there is a difference. This could potentially lead to underestimating Samson's ability to perform better when serving.
g) To reduce the likelihood of a Type II error occurring, we can increase the sample size. By collecting more data, we can increase the power of our test and improve our ability to detect a difference in performance if it truly exists. Additionally, we can also adjust the significance level of our test (e.g., from 0.05 to 0.01) to make it more likely to detect smaller differences.
h) No, we cannot conclude that Samson's serving is the cause of the difference in his ability to win points when serving compared to when his opponent is serving. The data provided only shows an association between serving and winning points, but it does not establish a causal relationship. Other factors, such as skill, strategy, or the opponent's performance, could also contribute to the difference observed. To establish causality, further investigation and controlled experiments would be needed.
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Members of a baseball team raised $1128.75 to go to a tournament. They rented a bus
for $856.50 and budgeted $24.75 per player for meals. Write and solve an equation
which can be used to determine x, the number of players the team can bring to the
tournament.
Equation:
Answers
The baseball team can bring 11 players to the tournament based on their budget.
What is an equation?An equation is an expression that shows the relationship between two or more numbers and variables.
Let x represent the number of players the team can bring to the tournament. They rented a bus for $856.50 and budgeted $24.75 per player for meals, hence:
24.75x + 856.5 = 1128.75
x = 11
The baseball team can bring 11 players to the tournament based on their budget.
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does the null hypothesis trick helps us determine if an observed phenomenon is something other than random, crazy, or coincidence?
Answers
Null hypothesis trick does not helps us determine if an observed phenomenon is something other than random, crazy, or coincidence.
The null hypothesis is defined as the hypothesis, that no statistical significance exists in a set of given observations.
Here the observed phenomenon is something other than random, crazy or coincidence.
The collective action is the process that which a group of people work together for a group of action, which will increase their condition and the achieve a common objective easily and more accurately with less time
Therefore, collective action helps us determine if an observed phenomenon is something other than random, crazy, or coincidence
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The measure of an angle is 6° less than the measure of its complement.
Answers
Solve for x.
Please help will give brainliest and 15 points
Answers
Hi there!
The two pictured angles are vertical angles, making them congruent. Thus:
(5x + 4)° = 39°
Solve for x:
5x = 39 - 4
5x = 35
x = 35/5
x = 7°
Which of the following is equivalent to 5x - 4y +6 - 3x + 4y - 33 - 12?
Answers
Answer: its D
Step-by-step explanation:
Multiply each equation by the value that makes the coefficients of
y
opposite. (
−
4
)
⋅
(
5
x
−
3
y
)
=
(
−
4
)
(
23
)
(
3
)
⋅
(
7
x
−
4
y
)
=
(
3
)
(
33
)
Three times a number increased by two
times another number equals 28. Two
times the first number increased by
three times the second number equals
27. Find the two numbers.
Answers
Answer:
r={21}
Step by Step Explanation:
PREMISES
Two times three plus a number, say, r=27
ASSUMPTIONS
Let r=the number
CALCULATIONS
The numerical expression “two times three plus a number r=27” can be denoted as:
(2×3)+r=27
6+r=27
6–6+r=27–6
0+r=27–6
r=21
PROOF
If r=21, then the equations
(2×3)+r=27
6+21=27 and
27=27 prove the root (zero) r=21 of the statement (2×3)+r=27
PREMISES
Two times three plus a number, say, r=27
ASSUMPTIONS
Let r=the number
CALCULATIONS
The numerical expression “two times three plus a number r=27” can be denoted as:
(2×3)+r=27
6+r=27
6–6+r=27–6
0+r=27–6
r=21
PROOF
If r=21, then the equations
(2×3)+r=27
6+21=27 and
27=27 prove the root (zero) r=21 of the statement (2×3)+r=27
Answer:
5 and 6
Step-by-step explanation:
let the 2 numbers be x and y , then
3x + 2y = 28 → (1)
2x + 3y = 27 → (2)
multiplying (1) by 2 and (2) by - 3 and adding will eliminate x
6x + 4y = 56 → (3)
- 6x - 9y = - 81 → (4)
add (3) and (4) term by term to eliminate x
0 - 5y = - 25
- 5y = - 25 ( divide both sides by - 5 )
y = 5
substitute y = 5 into either of the 2 equations and solve for x
substituting into (1)
3x + 2(5) = 28
3x + 10 = 28 ( subtract 10 from both sides )
3x = 18 ( divide both sides by 3 )
x = 6
The 2 numbers are 6 and 5
in 250 explain the power of substitutes from porters 5
forces
Answers
The power of substitutes is one of the five forces in Porter's Five Forces framework and it is a measure of how easy it is for customers to switch to alternative products or services. The higher the power of substitutes, the more competitive the industry and the lower the profitability.
The power of substitutes is based on the premise that when there are readily available alternatives to a product or service, customers can easily switch to those alternatives if they offer better value or meet their needs more effectively. This poses a threat to the industry as it reduces customer loyalty and puts pressure on pricing and differentiation strategies.
The availability and quality of substitutes influence the degree to which customers are likely to switch. If substitutes are abundant and offer comparable or superior features, the power of substitutes is strong, increasing the competitive intensity within the industry. On the other hand, if substitutes are limited or inferior, the power of substitutes is weak, providing more stability and protection to the industry.
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if a player placed a $8 bet on red and a $5 bet on black in a single play in american roulette, what would be the expected value of his winnings?
Answers
The expected gain for the player from Americal Roulette is $5.18 after rounding off to the nearest cent.
There are a total of 38 places in American Roulette. 18 places are red.18 places are black.2 places are green.If the ball lands on the chosen color, the amount placed on the bet is doubled.Therefore the possibilities are-
Ball lands on greenBall lands on redBall lands on black.The probability that the ball lands on a particular color
= no. of places of color/ total no. of places.
Let A be the event that the ball lands on red.
Let B be the event that the ball lands on black.
Let C be the event that the ball lands on green.
P(A) = 18/38
P(B) = 18/38
P(C) = 2/38
Here, an $8 bet is placed on red, and a $5 bet on black.
If the ball lands on red then the gain will be
$16 - $5
= $11
If the ball lands on black then the gain will be
$10 - $8
= $2
If the ball lands on green, the gain will be
= -$8 - $5
= - $13
Let the expected gain be E
E = sum of the products of gain and the probabilities
= gain on red X P(A) + gain on black X P(B) + gain on green X P(C)
= 11 X 18/38 + 2 X 18/38 - 13 X 2/38
= 198/38 + 36/38 - 26/38
= 197/38
= $5.1842
Rounding this off to the nearest cent gives us
= $5.18 (since the next digit is less than 5)
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The normal of the plane [x,y,z]=[1,2,3]+t[2,−1,1]+s[1,1,3] is [4,5,3] [4,−5,−3] [4,−5,3] [4,5,−3]
Answers
The normal of the plane [x,y,z]=[1,2,3]+t[2,−1,1]+s[1,1,3] is [4,−5,−3]. The equation of the plane is given as [x,y,z] = [1,2,3] + t[2,-1,1] + s[1,1,3]Let's find two vectors that lie in the plane. A direction vector in the plane can be given by the subtraction of two points lying in the plane.
Let's find two points that lie in the plane.Let t = 0, s = 0.
[x,y,z] = [1,2,3] + 0[2,-1,1] + 0[1,1,3] = [1,2,3]
Let t = 1, s = 0.
[x,y,z] = [1,2,3] + 1[2,-1,1] + 0[1,1,3] = [3,1,4]
Let t = 0, s = 1.
[x,y,z] = [1,2,3] + 0[2,-1,1] + 1[1,1,3] = [2,3,6]
Using these two points, the direction vectors will be:
[2,-1,1] - [0,0,0] = [2,-1,1][3,1,4] - [1,2,3] = [2,-1,1][2,3,6] - [1,2,3] = [1,1,3]
We can get the normal vector of the plane by taking the cross product of these two vectors, or by finding the determinant of the matrix made up of these vectors as rows, multiplied by the scalar 1. We get:
[2,-1,1] × [1,1,3] = [(3-(-1)),(-(2-3)),((-1)-2)] = [4,-1,-3]
Using the determinant method, we get:
[2 -1 1; 1 1 3; 1 2 3] = 2[1 3; 2 3] - (-1)[1 3; 1 2] + 1[1 1; 1 2] = [5,-7,-3]
The normal vector is then a scalar multiple of this. The easiest to work with would be [4,-5,-3]. Therefore, the answer is [4,-5,-3]. For a plane, its normal vector is perpendicular to all of the points in the plane. A plane can be defined by one point in the plane and two direction vectors (vectors that are parallel to the plane). Given the equation of the plane: [x,y,z] = [1,2,3] + t[2,-1,1] + s[1,1,3],
we can find two points that lie in the plane to get two direction vectors. Let t = 0, s = 0.
[x,y,z] = [1,2,3] + 0[2,-1,1] + 0[1,1,3] = [1,2,3].
This point will be one of the points on the plane. Let t = 1, s = 0.
[x,y,z] = [1,2,3] + 1[2,-1,1] + 0[1,1,3] = [3,1,4].
This will be another point on the plane. We can find a direction vector in the plane by subtracting the two points. This gives us [2,-1,1]. To get another direction vector, let t = 0, s = 1.
[x,y,z] = [1,2,3] + 0[2,-1,1] + 1[1,1,3] = [2,3,6].
This will be another point on the plane. To get another direction vector, we can subtract this point from the first one we got, which is [1,2,3]. This gives us [1,1,3].We can use these two direction vectors to get the normal vector of the plane by taking the cross product of the two direction vectors. The cross product of two vectors in three dimensions is another vector that is perpendicular to both of the original vectors. We get:
[2,-1,1] × [1,1,3] = [(3-(-1)),(-(2-3)),((-1)-2)] = [4,-1,-3].
This vector is parallel to the normal vector of the plane. To get the normal vector, we can multiply this vector by a scalar. The easiest to work with is [4,-5,-3]. Therefore, the answer is [4,-5,-3].
The normal vector of the plane [x,y,z] = [1,2,3] + t[2,-1,1] + s[1,1,3] is [4,-5,-3].
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The Christensen family's kitten weighs 147
ounces. Write the weight of the kitten in pounds
and ounces.
Answers
The weight of Christensen's family's kitten is 9 pounds 3 ounces.
The imperial unit of mass or weight measurement is the pound. The symbols for pounds are lb and lbm. A kilogram weighs 0.4535 pounds. The term "pound" has Germanic roots.
In the conventional system of measurement, a pound is a unit of weight. 16 ounces make up one pound.
Therefore,
We know that 1 pound = 16 ounces
16 ounces = 1 pound
Dividing each side by 16.
( 16 / 16) ounces = ( 1/16 ) pound
1 ounce = ( 1/16 ) pound
Multiplying each side by 147,
1 ounce × 147 = ( 1/16 ) × 147 pound
147 ounces = ( 147 / 16 ) pounds
147 ounces = 9.1875 pounds
147 ounces = 9 + 0.1875 pounds
147 ounces = 9 pounds 3 ounces
The weight of the kitten is 9 pounds 3 ounces.
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6x + 4 = 5x+17 + 120
need this answerd ASAP pls! thank u!
Answers
Answer:
x = 133
General Formulas and Concepts:
Pre-Algebra
Order of Operations: BPEMDAS
Brackets Parenthesis Exponents Multiplication Division Addition Subtraction Left to RightEquality Properties
Multiplication Property of Equality Division Property of Equality Addition Property of Equality Subtract Property of EqualityAlgebra I
Terms/CoefficientsStep-by-step explanation:
Step 1: Define
6x + 4 = 5x + 17 + 120
Step 2: Solve for x
Combine like terms: 6x + 4 = 5x + 137Isolate x terms: x + 4 = 137Isolate x: x = 133Step 3: Check
Plug in x into the original equation to verify it's a solution.
Substitute in x: 6(133) + 4 = 5(133) + 17 + 120Multiply: 798 + 4 = 665 + 17 + 120Add: 802 = 682 + 120Add: 802 = 802Here we see that 802 does indeed equal 802.
∴ x = 133 is the solution to the equation.
This camera was on sale for 20% off.
If Alex paid $220, what was the full original price?
Answers
Answer: The full price was 275
Drag tiles to the board to represent the expression.
Model the algebraic expression x + 2. Then select all
the statements that are true.
x + 2 cannot be modeled with algebra tiles.
The variable x is represented by a rectangular
orange x tile.
The variable x is represented by a square orange +
tile.
O + 2 is represented by 2 rectangular orange x tiles.
+ 2 is represented by 2 square orange +
tiles.
Board sum: 0
Answers
Answer:
its 2 and 5
Step-by-step explanation:
stan exo
Simplify 8(x - 4).
Help quick
Answers
Step-by-step yes it's what they say in the comments
Sally ate 1/6 of a fruit pie and gave 1/5 of the remainder to her sister. What fraction of fruit pie did she give away? hURYY
Answers
Answer:
Milan puts 1/4 of her lawn-mowing money in savings and uses 1/2 of the remaining money to pay back her sister. If she has $15 left
Step-by-step explanation:
If m<1=45 then what is the measure of <2
HELP!!!
Answers
Hey there! :)
Answer:
m∠2 = 135°.
Step-by-step explanation:
∠1 and ∠2 are supplementary angles, meaning that they both sum up to 180°. Therefore:
m∠2 = 180 - m∠1
m∠2 = 180 - 45
m∠2 = 135°.
Two out of every 5 jelly beans in a bag are green.
If the bag contains 135 jelly beans, how many green jelly beans are in the bag?
Answers
Answer:
68
Step-by-step explanation:
135 divided by 2 wich equals 67.5 but you round up because you cant have half of a jelly bean which would be 68
No explanation needed, just the answer please
Answers
Answer:
exponential growth
Step-by-step explanation:
Answer:
1) EXPONENTIAL GROWTH
Step-by-step explanation:
If you look at the graph you can see that the line is slowly increasing which means it is growing at a significant rate.
PLEASE HELP URGENT!!! A relay race is 1 3 4 miles long. Each relay team has 4 runners. If each runner runs the same distance in the race, how far will each runner run? Choose the correct answer. StartFraction 7 Over 4 EndFraction times StartFraction 4 Over 1 EndFraction = 7, so each runner runs 7 miles. StartFraction 7 Over 4 EndFraction times StartFraction 4 Over 1 EndFraction = 28, so each runner runs 28 miles. StartFraction 7 Over 4 EndFraction times StartFraction 4 Over 1 EndFraction = StartFraction 7 over 16 EndFraction, so each runner runs StartFraction 7 Over 16 EndFraction miles. StartFraction 7 Over 4 EndFraction times StartFraction 4 Over 1 EndFraction = StartFraction 7 over 8 EndFraction, so each runner runs StartFraction 7 Over 8 EndFractionmiles.
Answers
Answer:
Each runner runs 7/16 miles
Step-by-step explanation:
Total distance = 1 3/4 miles
Runners per team = 4
If each runner runs the same distance in the race, how far will each runner run?
Distance covered by each runner = Total distance / runners per team
= 1 3/4 ÷ 4
= 7/4 ÷ 4
= 7/4 × 1/4
= 7/16 miles
StartFraction 7 Over 4 EndFraction times StartFraction 4 Over 1 EndFraction = StartFraction 7 over 16 EndFraction, so each runner runs StartFraction 7 Over 16 EndFraction miles.
Answer:
7/16
Step-by-step explanation:
Which two steps will complete the list correctly? 4. Divide the original measurement by the conversion factors. 5. Check for reasonableness. 4. Multiply the acoriginal measure by the conversion factors. 5. Simplify the answer. 4. Multiply the original measure by the conversion factors. 5. Check for reasonableness. 4. Divide the original measure by the conversion factors. 5. Simplify the answer.
Answers
Two steps that will complete the list correctly are:
4. The original measurement should be multiplied by the conversion factors.
5. Verify that it makes sense.
What is meant by conversion factor?A conversion factor can be used to switch from one set of units to another by multiplying or dividing a number. When a conversion is necessary, the appropriate conversion factor to an equivalent value must be applied.
Let's use an example of converting from inches to centimeters to address this query.
10 inches should be converted to cm.
The first step is to identify the measure that has to be converted, which in this case is inches.The conversion factors, which are; are written in the second step. 1 inch equals 2.54 centimetersThe third step is to cancel the units; in this instance, inches will be cancelled.The original measurement is multiplied by the conversion factor in the fourth step to give; 10 × 2.54 cm = 25.4 cmThe fifth stage is to assess reasonableness by attempting to determine whether choosing a different number will produce a reasonable result.To know more about units, visit:
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3(x-2y)=5(x-3y)+9 write in slope intercept form help!
Answers
Answer:
y = (2x/9) + 1
Step-by-step explanation:
Solving for y we get 3(-2y+x) = 5(-3y+x)+9
Expand the above we get -6y+3x=5(-3y+x)+9
which is -6y+3x = -15y+5x+9
then 9y = 2x+9
which y = (2x/9) + 1
I need help fast plss
Answers
The measures of the angles are ∠1 = 127°, ∠2 = 53°, ∠3 = 127°, ∠4 = 37°, ∠5 = 53°, ∠6 = 90°, ∠7 = 37°, ∠8 = 143°, ∠9 = 37° and ∠10 = 143°
Finding the measures of the anglesFrom the question, we have the following parameters that can be used in our computation:
The transversal lines and the other lines
So, we have
∠1 = 180 - 53
Evaluate
∠1 = 127°
Also, we have
∠5 = 53°
By vertical angles, we have
∠2 = 53°
∠3 = 127°
Next, we have
∠4 = 127 - 90°
∠4 = 37°
Solving further, we have
∠6 = 90°
By corresponding angles, we have
∠7 = 37°
∠9 = 180 - 90 - 53°
∠9 = 37°
∠10 = 90 + 53°
∠10 = 143°
∠8 = 143°
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How fast does the water level drop when a cylindrical tank is drained at a rate of 3 liters / sec?
Solve using the derivative of the formula for the volume of a cylinder.
Answers
The water level drops at a rate of (-3)/(πr^2) meters/second when a cylindrical tank is drained at a rate of 3 liters/second.
The volume of a cylinder is given by the formula V = πr^2h, where r is the radius of the cylinder, h is the height of the cylinder, and π is the constant pi.
To find the rate at which the water level drops when a cylindrical tank is drained at a rate of 3 liters/second, we can use the derivative of the volume formula with respect to time. This derivative will give us the rate of change of the volume of water in the tank with respect to time, which is equal to the rate at which the water level is dropping.
Let's assume that the cylinder has a radius of r meters and a height of h meters. If the water level in the cylinder is dropping at a rate of 3 liters/second, then the rate of change of the volume of water in the cylinder with respect to time is given by:
dV/dt = -3 liters/second
We can use the derivative of the volume formula to find dV/dt:
dV/dt = πr^2 dh/dt
where dh/dt is the rate of change of the height of the water level with respect to time.
Setting the two equations equal to each other, we get:
πr^2 dh/dt = -3 liters/second
Solving for dh/dt, we get:
dh/dt = (-3)/(πr^2) meters/second
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A language arts teacher at Patton Middle School conducts a random survey of the student body and finds that 15% of the students would be
interested in a summer creative writing program if it were offered. If there are 720 students in the school, how many of them should the teacher
predict will participate in the program?
A) 15 students
B) 84 students
C) 108 students
D) 115 students
Answers
Answer:
115
Step-by-step explanation:
The number of students that should the teacher predict will participate in the program is option C. 108 students
Calculation of the number of students:Since 15% of the students would be interested in a summer creative writing program and there are 720 students
So, the number of students should be
= 15% of 720
= 108
Therefore, The number of students that should the teacher predict will participate in the program is option C. 108 students
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classify 3x^5-8x^3-2x^2+5
Answers
The given polynomial, 3\(x^{5}\) - 8\(x^{3}\) - 2\(x^{2}\) + 5, is classified as a polynomial of degree 5.
A polynomial is an algebraic expression consisting of variables and coefficients, combined using addition, subtraction, and multiplication. The degree of a polynomial is determined by the highest power of the variable present in the expression. In this case, the highest power of x is 5, so the polynomial is of degree 5.
Polynomials are often classified based on their degree. Common classifications include linear polynomials (degree 1), quadratic polynomials (degree 2), cubic polynomials (degree 3), and so on. Since the given polynomial has a degree of 5, it falls under the category of quintic polynomials.
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if 2x + y = 5 what is the value of 4x
A. 10 - y
B. 10 - 2y
C. \(\frac{5 - y}{2}\)
D. \(\frac{10 - y}{2}\)
Answers
Answer:
it would have to be A or B
On February 1, Marta had $1,704.29 in a checking account. During the month, she made deposits of $714.87 and $1,249.57, wrote checks for $811.45, $939.49, and $1,531.79, and had a total of $560 in ATM withdrawals. Find her checking account balance at the end of the month.
Answers
Answer:
There is a negative balance of $ 174.
Step-by-step explanation:
Amount in account = $ 1704.29
deposits = $ 714.87 , $ 1249.57
Amount paid by checks = $ 811.45, $ 939.49, $ 1531.79
ATM withdraw = $ 560
Account balance at the end of the month is
= $ 1704.29 + $ 714.87 + $ 1249.57 - $ 811.45 - $ 939.49 - 1531.79 - $ 560
= - $ 174
describe how the graphs of y=1/2x +7 is the same and different from the graph of y= 12x + 7
Answers
Answer:
the slope of the line for y=12x+7 is steeper compared to the other equation
they both have the same y-intercept of y=7
Step-by-step explanation:
i just plugged it into desmos and looked at the graph
hope this helps <3
