The slope of a line is -4, and the y-intercept is -3. What is the equation of the line written in slope-intercept form?

One way to simplify variables with many levels (or decimal places) when creating a frequency distribution is to organize the data into class intervals (option B).

By grouping the data into intervals, the frequency distribution becomes more manageable and easier to interpret. This process involves dividing the range of values into distinct intervals or categories and then counting the number of observations falling within each interval. Class intervals provide a summary of the data by grouping similar values together, reducing the complexity of individual levels or decimal places.

This simplification technique is particularly useful when dealing with large datasets or continuous variables that have numerous levels or decimal values, allowing for a clearer representation and analysis of the data.

Option B holds true.

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Answer:

Y=75 bring a linear angle

Answer:

Y is 75 by linear pair

hope it's help h

(1) the model y = 1%x - 975.09% may not be as good at predicting the percentage of garbage that is produced before 1991 or after 1995

(2)the model y = 0.25%x + 28.5% may not be as good at predicting the percentage of garbage that is produced before 2006 or after 2010

What is the linear function?

A linear function is defined as a function that has either one or two variables without exponents. It is a function that graphs to a straight line.

To sketch a linear function that models the change in the percentage of garbage that was recycled between 1991 and 1995, we need to find two points on the graph and use them to determine the slope and y-intercept of the line.

Looking at the graph, we can see that the percentage of garbage that was recycled in 1991 was approximately 16%, and the percentage in 1995 was approximately 22%. Using these two points, we can find the slope of the line:

slope = (change in y) / (change in x) = (22% - 16%) / (1995 - 1991) = 1% per year

We can also use the point-slope form of a linear equation to find the y-intercept of the line:

y - y1 = m(x - x1)

y - 16% = 1%(x - 1991)

y = 1%x - 975.09%

Therefore, the linear function that models the change in the percentage of garbage that was recycled between 1991 and 1995 is:

y = 1%x - 975.09%

This model is good at predicting the percentage of garbage that is produced between 1991 and 1995, as the data points used to create the model fall within this time period. However, the model may not be as good at predicting the percentage of garbage that is produced before 1991 or after 1995, as it does not take into account any changes in the trend of the data outside of this time period.

Let's pick the time period between 2006 and 2010 to model with a linear function. From the graph, we can see that the percentage of garbage that was recycled in 2006 was approximately 33%, and the percentage in 2010 was approximately 34%. Using these two points, we can find the slope of the line:

slope = (change in y) / (change in x) = (34% - 33%) / (2010 - 2006) = 0.25% per year

We can also use the point-slope form of a linear equation to find the y-intercept of the line:

y - y1 = m(x - x1)

y - 33% = 0.25%(x - 2006)

y = 0.25%x + 28.5%

Therefore, the linear function that models the change in the percentage of garbage that was recycled between 2006 and 2010 is:

y = 0.25%x + 28.5%

This model is good at predicting the percentage of garbage that is produced between 2006 and 2010, as the data points used to create the model fall within this time period.

However, the model may not be as good at predicting the percentage of garbage that is produced before 2006 or after 2010, as it does not take into account any changes in the trend of the data outside of this time period.

Hence, (1) the model y = 1%x - 975.09% may not be as good at predicting the percentage of garbage that is produced before 1991 or after 1995

(2)the model y = 0.25%x + 28.5% may not be as good at predicting the percentage of garbage that is produced before 2006 or after 2010

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Answer:

a(n) = 128

Step-by-step explanation:

The formula for an arithmetic sequence is

a(n) = a1 + (n-1) d

You need to plug the numbers in to solve

a(n) = -12 + (36-1) 4

a(n) = -12 + 35 * 4

a(n) = -12 + 140

a(n) = 128

Answer:

B) 68 cm²

Step-by-step explanation:

Answer:

v = 4

Step-by-step explanation:

u + at = v

a (-2) multiplied by t (3) = -6

-6 + u (10) = 4

Answer:

\(v=4\)

Step-by-step explanation:

\(v=u+at\)

Substitute u=10, a=-2 and t=3 in above equation

\(v=10-2(3)\)

\(v=4\)

x rounded to 1 decimal place is approximately 3.4 cm.

To work out the value of x, we can use the trigonometric function cosine (cos).

The cosine of an angle is defined as the ratio of the length of the adjacent side to the length of the hypotenuse in a right triangle.

In this case, the length of the adjacent side is

x, and the length of the hypotenuse is 6 cm.

The given angle θ is 55°.

Using the cosine function, we have:

\(cos(\theta ) =\frac{adjacent }{hypotenuse}\)

\(cos(55^{\circ}) =\frac{x}{6}\)

To solve for x, we can rearrange the equation:

\(x = 6 \times cos(55^{\circ})\)

Now we can calculate x using the given values:

\(x \approx 6 \times cos(55^{\circ})\)

\(x \approx 6 \times 0.5736\)

\(x \approx 3.4416\)

Therefore, x rounded to 1 decimal place is approximately 3.4 cm.

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Answer: The unit value of a cubic centimeter (cm^3) is the same as the metric measurement of a milliliter (mL).

This is because 1 milliliter is equal to 1 cubic centimeter. In other words, if you have a cube that measures 1 centimeter on each side, its volume would be 1 cubic centimeter, which would also be equivalent to 1 milliliter of volume.

This relationship between cm^3 and mL is commonly used in scientific and medical measurements involving liquids and gases.

The unit value of a cubic centimeter (cc) is equivalent to one milliliter (mL) in the metric system. Both cubic centimeters and milliliters are used to measure volume, and their conversion is straightforward: 1 cc = 1 mL.

The metric system uses base units such as meters, liters, and grams, and applies prefixes like kilo-, centi-, and milli- to indicate larger or smaller units of measurement.
Cubic centimeters are often used to measure the volume of solid objects or the capacity of containers, while milliliters are more commonly used to measure the volume of liquids. However, both units represent the same volume and can be used interchangeably.
It is important to understand the difference between volume measurements and other metric measurements, such as length or mass. For instance, meters are used to measure length or distance, and grams are used to measure mass or weight. These units cannot be directly converted to cubic centimeters or milliliters, as they represent different physical properties.
In summary, a cubic centimeter (cc) is a unit of volume in the metric system that is equivalent to one milliliter (mL). Both units can be used to measure volume, and they have a simple conversion of 1 cc = 1 mL. Understanding the relationship between these units and other metric measurements is essential for accurately quantifying and comparing different physical properties.

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Answer:

two and one third + 2x ≥ 4

Step-by-step explanation:

From the information given:

The number of hours Nicole already practiced with  = \(2 \dfrac{1}{3}\)

However, she wants to further her practice for 2 days and make sure that each day equal each other

Let consider y be the hours she practiced each day

Then, the number of hours she will practice in two days will be 2y

Thus, the total number of hours she practiced can be computed as

= \(2 \dfrac{1}{3}+2\)

Suppose Nicole desire to practiced for at least 4 hours,

Then,

\(2 \dfrac{1}{3}+2 \ge 4\)

Therefore, the required inequality to determine the  minimum number of hours she needs to practice on each of the 2 days suppose she practiced for at least 4 hours a day is:

two and one third + 2x ≥ 4    i.e. \(2 \dfrac{1}{3}+2 \ge 4\)

the answer

155

324

5/9 (87/3(1/12)= 155/324

Answer:I would think bobs thing..

Step-by-step explanation:

no one can make that many pizzas.

Answer:

14.900

Step-by-step explanation:

in 849 the 9 is not under 5 so we move it up  and make the 4 a 5 and then its exactly five so we can make the 8 a 9  then cancel everything below it to a zero.

Answer:

14.90 or just leave it at 14.85

Step-by-step explanation:

14.849 because it is a nine, you round up but it's a little different,

14.85 and because 4 is a 5 now,

14.90 you round up.

Answer:

Choice A

Step-by-step explanation:

√(3x +3) - 1 = x

Taking square on both sides:

Subtracting x²+2x + 1 from both sides:

Rewrite as,

Factoring LHS of the equation:[Middle term factor]

Now,

Equation 1:

Equation 2:

Choice A is accurate.

Radians are a unit of measurement for angles used in mathematics and physics. They are defined as the ratio between the length of an arc of a circle and the radius of that circle.

One of the most important benefits of using radians to measure angles is that they simplify calculations involving angles, making them easier to work with.

Additionally, they allow for a more elegant and unified approach to mathematical and physical problems involving angles. So, in short, the word "radian" might be associated with concepts such as circles, arcs, and the measurement of angles in mathematics and physics.

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Answer:

f(4)=-4

Step-by-step explanation:

\(\huge\bold{Given :}\)

Product of two numbers = 1.875

One of the number = 2.5

\(\huge\bold{To\:find :}\)

The second number.

\(\huge\bold{Solution :}\)

\(\sf\blue{The \:second\:number \:is\:0.75 .}\)

\(\large\mathfrak{{\pmb{\underline{\orange{Step-by-step\:explanation}}{\orange{:}}}}}\)

Let the second number be \(x\).

As per the question, we have

\(Product \: \: of \: \: the \: \: two \: \: numbers = 1.875 \)

\(⇢ \: 2.5 \times x = 1.875\)

\(⇢x = \frac{1.875}{2.5} \)

\(⇢x = 0.75\)

\(\sf\purple{Therefore,\:the\:second\:number\:is\:0.75.}\)

\(\huge\bold{To\:verify :}\)

\(2.5 \times x = 1.875\)

\(➪ \: 2.5 \times 0.75 = 1.875\)

\(➪ \: 1.875 = 1.875\)

➪ L. H. S. = R. H. S.

Hence verified.

\(\huge{\textbf{\textsf{{\orange{My}}{\blue{st}}{\pink{iq}}{\purple{ue}}{\red{35}}{\green{ヅ}}}}}\)

Answer:

picture please

Step-by-step explanation:

pic please

Answer:

whole number if you can pick more choices it would be A, C, and D

hope this helps

have a good day :)

Step-by-step explanation:

Based on the information provided, I would assume that the nutritionist said Morgan had eaten as much McDonald's in 30 days as a nutritionist would say you should eat in several years, perhaps 5-10 years.

The nutritionist indicated that Morgan consumed an excessive amount of McDonald's food in just 30 days.

This amount is equivalent to what a nutritionist would recommend eating over a significantly longer period, possibly several years.

The key takeaway is to maintain a balanced diet and follow the guidance of nutritionists to ensure a healthy lifestyle.

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The nutritionist said that Morgan had eaten as much McDonald's in 30 days as a nutritionist would say you should eat in several years

The nutritionist said that Morgan had consumed as much McDonald's food in 30 days as a nutritionist would recommend eating in several years. This comparison emphasizes the excessive and unhealthy nature of Morgan's McDonald's consumption.

While the specific number of years can vary depending on individual dietary recommendations, it is typically advised to consume fast food and processed foods in moderation or as occasional treats. These foods are often high in unhealthy fats, sodium, and added sugars, which can contribute to various health issues, including obesity, cardiovascular diseases, and diabetes.

The nutritionist's statement serves as a reminder of the importance of a balanced and nutritious diet consisting of whole foods, fruits, vegetables, lean proteins, and whole grains for maintaining optimal health and well-being.

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Hence, the correct answer are Function  f(x)  is  translated  6  units  to  the left and Function  f(x)  is translated 8 units down.

Function, in mathematics, an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable). Functions are ubiquitous in mathematics and are essential for formulating physical relationships in the sciences.

The absolute value of a number refers to the distance of a number from the origin of a number line. It is represented as |x|,  which defines the magnitude of any integer ‘x’. The absolute value of any integer, whether positive or negative,  will be the real numbers,  regardless of which sign it has.   It is represented by two vertical lines  |x|,  which is known as the modulus of x.

Function  f(x) = ||x||  is  transformed  to  create function  g(x) =  ||x+6||-8.

To  get  from  f(x)  to  g(x),

we  need  to  perform  the  following  transformations:

Therefore,  the correct  statements  are:

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Answer:

so 44% of 500,000 is 220,000.

multiply that by 16 because thats thr amount of record sales that will go to the band members.

and then divide that number by the ampunt of band members to find put your answer which is "how much will each band member recive".

The value of x as required to be determined in the given task content is; 3.

It follows from the task content that the value of x is required to be determined in the given task content.

By observation; the triangles formed by the parallel lines and the common vertex they share are similar triangles.

On this note, the ratio of their corresponding sides are equal and hence; we have that;

15 / (15 + x) = 10 / (10 + 2)

(15 × 12) = 10 (15 + x)

180 - 150 = 10x

30 = 10x

x = 3.

Consequently, it follows that the value of x as required is; 3.

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Answer:

2.67 is the answer

Step-by-step explanation:

use symbolab I use it all the time

Answer:

x = 1/3

Step-by-step explanation:

Isolate the variable, x. Note the equal sign, what you do to one side, you do to the other:

21x = 7

Divide 21 from both sides:

(21x)/21 = (7)/21

x = 7/21

x = 1/3

x = 1/3 is your answer.

~

Answer: is 3 unless you mean that the x=7 if you mean that then it would be 147

With a credit card balance of $17,426, a minimum monthly payment of $461, and an interest rate of 15.5%, we need to calculate the number of years it will take to pay off the card without adding any additional debt.

To determine the time required to pay off the credit card, we consider the monthly payment and the interest rate. Each month, a portion of the payment goes towards reducing the balance, while the remaining balance accrues interest.

To calculate the time needed for repayment, we track the decreasing balance each month. First, we determine the interest accrued on the remaining balance by multiplying it by the monthly interest rate (15.5% divided by 12).

We continue making monthly payments until the remaining balance reaches zero. By dividing the initial balance by the monthly payment minus the portion allocated to interest, we obtain the number of months needed for repayment. Finally, we divide the result by 12 to convert it into years.

In this scenario, it will take approximately 3.81 years to pay off the credit card (17,426 / (461 - (17,426 * (15.5% / 12))) / 12).

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The probability that a student scored less than 55% on the exam is 0.134%.

It's the probability curve of a continuous distribution that's most likely symmetric around the mean. On the Z curve, at Z=0, the chance is 50-50. A bell-shaped curve is another name for it.

We have:

Mean of the sample = 70

Standard deviation = 5

= P(X<55%)

Z = (55-70)/5

Z = -3

P(X < -3)

From the Z table:

P(x<-3) = 0.0013499

or

P(x<-3) = 0.134%  

Thus, the probability that a student scored less than 55% on the exam is 0.134%.

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The ratio of the perimeters is 4/7.

The ratio of the areas is​ 16/49.

In Mathematics, two (2) geometric figures are considered to be similar when the ratio of their corresponding side lengths are equal and the magnitude of their corresponding angles are congruent.

Since the two (2) geometric figures are similar, we can calculate the scale factor that maps them onto each other as follows:

Ratio of the perimeter of red figure to blue figure = side length of red fig./side length of blue fig.

Ratio of the perimeter of red to blue figure = 4/7

For the ratio of their areas, we have:

​Ratio of the area of red to blue figure = 4²/7²

Ratio of the area of red to blue figure = 16/49

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The end behavior of the function f(x) is: continues downward to the left and upward to the right.

Consider the function,

f(x) = (x + 1)(x - 2)(x + 3)

The zeros are when f(x) = 0

f(x) = 0

(x + 1)(x - 2)(x + 3) = 0

Therefore,

(x + 1) = 0

So, x = -1

(x - 2) = 0

So, x = 2

(x + 3) = 0

So, x = -3

Therefore, the zeros are at x = - 1, x = 2 and x = - 3

To expand the function, we multiply the brackets:

f(x) = (x + 1)(x - 2)(x + 3)

f(x) = ( x + 1 )( x² + x - 6 )

f(x) = x³ + 2x² - 5x - 6

As the leading coefficient (the coefficient of x³) is positive, the end behavior of the function is:

f(x ) → + ∞, as x → + ∞

f(x ) → - ∞, as x → - ∞

Therefore, the end behavior is "continues downward to the left and upward to the right".

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Answer:

3/16 or 3 over 16

Step-by-step explanation:

Find half of 3/8:

1/2x3/8 = 3/16