What is the greatest common factor of 12 and 6?​

Answer:

y = 10/9 x - 7/9

Step-by-step explanation:

(y-7)/(-3-7) = (x-7)/(-2-7)

(y-7)/-10 = (x-7)/-9

-90 * (y-7)/-10 =  -90 * (x-7) / -9

9y - 63 = 10x - 70

9y = 10x - 70 + 63

9y = 10x - 7

9/9 y = 10/9 x - 7/9

y = 10/9 x - 7/9

Loss aversion suggests that Huxley would need to experience a greater gain than the amount he lost in order to offset the feeling of loss and achieve no net change in utility. The specific ratio often mentioned in the literature is around 2:1. In other words, to offset a loss of $400, Huxley would need to experience a gain of approximately $800.

According to behavioral economics research, individuals tend to experience the pain of losses more strongly than the pleasure of equivalent gains. This phenomenon is known as loss aversion. It's important to note that the exact ratio of loss aversion may vary between individuals and contexts. Some studies have suggested ratios lower than 2:1, while others have shown higher ratios. Additionally, loss aversion can be influenced by factors such as individual risk preferences, personal circumstances, and the framing of the situation. Therefore, the precise amount of gain required to offset the feeling of loss and achieve no net change in utility can vary from person to person.

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259 children and 322 adults swam at the public pool that day

Equation is an expression which is used to show the relationship between two or more variables and numbers.

Let x represent the number of children and let y be the number of adults.

581 people used the public swimming pool. Hence:

The receipts for admission totaled $1048.25. Hence:

Solving equations 1 and 2 simultaneously gives:

x = 259, y = 322

259 children and 322 adults swam at the public pool that day

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Step-by-step explanation:

here you go hope it helps

Answer:

1¹/₈ hours

Joelle spent 1¹/₂ hours reading and Rileigh spent 3/4 of that time.

To find out how much time Rileigh spent, multiply the fractions but first convert the improper fraction to a proper fraction:

= 1¹/₂ = 3/2

= 3/2 * 3/4

= 9/8

= 1¹/₈ hours

Step-by-step explanation:

Answer:

3.5 pounds

Step-by-step explanation:

7/8 / 1/4 =7/8*4=7/2=3.5

Answer:

The rule for reflecting over the X axis is to negate the value of the y-coordinate of each point, but leave the x-value the same

Step-by-step explanation:

Answer:23

Step-by-step explanation:

Answer:

(-6.0))

Step-by-step explanation:

If you start in the middle at (0,0) and go left 6 spaces and the do not go up or down.  You will be at (-6,0).  This is the only point that is in the shaded in both blue and green.

To find the expressions for (r – s)(x) and (r * s)(x), we can substitute the given functions r(x) = 3x – 4 and s(x) = 4x into the respective expressions.

(r – s)(x) = r(x) – s(x)
= (3x – 4) – (4x)
= 3x – 4 – 4x
= -x – 4

(r * s)(x) = r(x) * s(x)
= (3x – 4) * (4x)
= 12x^2 – 16x

Now, to evaluate (r + s)(3), we substitute x = 3 into the expression (r + s)(x) = r(x) + s(x):

(r + s)(3) = r(3) + s(3)
= (3 * 3 – 4) + (4 * 3)
= 9 – 4 + 12
= 17

Therefore, (r – s)(x) = -x – 4, (r * s)(x) = 12x^2 – 16x, and (r + s)(3) = 17.


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Answer:

I would think 2 for my answer

1) Let's rewrite each inequality by making some algebraic manipulations:

4x -3y < -3

-x +3y > -6

2) Turning from the Standard form to slope-intercept

4x -3y < -3 Subtract 4x from both sides

-3y < -3 -4x Divide both sides by -3

y > 4/3x +1 Multiplying or Dividing by negative numbers swaps the sign too.

-x +3y > -6 Add x from both sides

3y > -6 -x Divide both sides by 3

y >-2 +x/3

3) Plotting the graph

The possible solutions are in the darker common shaded area, so

(-3,1)

The number of pages read by the student at the constant rate in 20 minutes is 10 pages.

For the given question,

The rate at which the student reads the book is given by equation;

y = (1/2)x.

Consider the data from the table given.

For 1 minutes the pages read is 0.5.

From the recommendation of 20 pages by the teacher.

Thus, for 20 min, put the value x = 20 in the equation.

y = (1/2)×20

y = 10 pages.

Thus, the number of pages read by the student at the constant rate in 20 minutes is 10 pages.

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The complete question is-

A student reads at a constant rate in her chapter book, Where the Red Fern Grows. This can be described by the equation

y = (1/2)x. The chart above is complete.  The teacher recommends that students read for 20 minutes each night. How many pages will the student complete?

Answer:

\(\huge\boxed{\sf 14\ times}\)

Step-by-step explanation:

\(\displaystyle Probability = \frac{Possible \ no. \ of\ events}{Total \ number\ of \ events}\)

If we roll a die 1 time, the probability of obtaining a 3 is:

= 1 / 6

Because a die has total 6 faces, out of which 3 is only 1.

But, if we roll it 84 times, it becomes:

= \(\displaystyle \frac{1}{6} \times 84\)

= 84/6

\(\rule[225]{225}{2}\)

The speed of the river is ...

.. (40 m/min)*(60 min/h)*((1 km)/(1000 m)) = 2.4 km/h

Here, we have,

speed = distance/time

Let d represent the distance between the ports. Let s represent the speed of the ship.

Downstream, we have

.. s +2.4 = d/4.5

.. s = d/4.5 -2.4

Upstream, we have

.. s -2.4 = d/6/3

.. s = d/6.3 +2.4

Now, we have the speed of the ship represented two ways. We assume the speed of the ship doesn't vary. so these are equal.

.. (d/6.3) +2.4 = (d/4.5) -2.4

.. 4.8 = d(1/4.5 -1/6.3) = d(4/63) . . . . . rearrange and simplify

.. 75.6 = d . . . . . . . . . . . . . . . . . . . . . . .multiply by 63/4

The distance between the two ports is 75.6 km.

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Answer:

j= 118 pounds

Step-by-step explanation:

d+j = 226     d = 226-j

j+b = 210      b = 210 - j

d+b = 200     Sub in the values above

           226-j    +  210 -j  = 200

               - 2j = -236

                   j = 118 pounds

The expression (4/9) - (5/7)[(2/3) x (2/3)] in the simplified form will be 8/63.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

The expression is given below.

⇒ (4/9) - (5/7)[(2/3) x (2/3)]

Simplify the expression, then we have

⇒ (4/9) - (5/7)[(2/3) x (2/3)]

⇒ (4/9) - (5/7)(4/9)

⇒ (4/9) - (20/63)

⇒ (28 - 20) / 63

⇒ 8 / 63

The expression (4/9) - (5/7)[(2/3) x (2/3)] in the simplified form will be 8/63.

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Answer:

in 1 hr martha finishes 1/8th of the room

in 1hr jaime finishes 1/4th of the room

combined in 1hr they can finish (1/8 + 1/4) = 3/8th of the room.

for painting the whole room both of them together it takes the 8/3 hrs = 2.67hr

The indefinite integral is: (t^2)i + (t)j + (3t)k + C

To find the indefinite integral of the given vector function (2ti + j + 3k) with respect to t, we need to integrate each component separately.

Step 1: Integrate the i-component with respect to t:
∫(2t) dt = t^2 + C1

Step 2: Integrate the j-component with respect to t:
∫(1) dt = t + C2

Step 3: Integrate the k-component with respect to t:
∫(3) dt = 3t + C3

Now, combine the integrated components and the constants of integration (C1, C2, C3) to form the final result:

Your answer: (t^2)i + (t)j + (3t)k + C

Here, C = (C1)i + (C2)j + (C3)k is the constant of integration in vector form.

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Answer:

∠P ≅ ∠R

Step-by-step explanation:

We can see here two triangles , ∆ PQS and ∆ RQS.

To Prove :-

We can prove the given two triangles congruent then we can easily prove it out.

In ∆ PQS and ∆ RQS

Therefore by SAS congruence condition , both triangles are congruent .

Hence ,

A bar chart is a graph that shows the differences in frequencies or percentages among categories of a nominal or an ordinal variable.

A bar chart is a commonly used graphical representation to display the distribution of data in different categories. It is particularly useful when working with nominal or ordinal variables, where the categories are distinct and unordered or have a specific order.

In a bar chart, each category is represented by a rectangular bar whose length corresponds to the frequency or percentage associated with that category. The height of the bar represents the magnitude or count of the variable in each category, allowing for easy visual comparison between the categories.

The bars in a bar chart can be arranged horizontally or vertically, depending on the preference or nature of the data. The chart may also include labels or annotations to indicate the category names or additional information.

By examining the lengths or heights of the bars in a bar chart, it becomes easy to identify the categories with the highest or lowest frequencies or percentages, as well as to compare the relative magnitudes among the different categories. This graphical representation aids in visualizing and interpreting the distribution of a nominal or an ordinal variable effectively.

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Answer:

9*9*9=729

Step-by-step explanation:

cube just means to multiply a number by itself 3 times

HOPE THIS HELPS :D

Answer:

\(\implies \dfrac{ -4x+7}{2(x-2) }\)

Step-by-step explanation:

The given expression to us is ,

\(\implies \dfrac{\frac{ 3}{x-1} -4 }{ 2 -\frac{2}{x-1}}\)

Now take the LCM as ( x - 1 ) and Simplify , we have ,

\(\implies \dfrac{\frac{ 3 -4(x-1) }{x-1} }{ \frac{2-2(2x-1)}{x-1}}\)

Simplifying further , we get ,

\(\implies \dfrac{ -4x+7}{2(x-2) }\)

Hence the second option is correct .

Answer:

\( \frac{ \frac{3}{x - 1} - 4 }{2 - \frac{2}{x - 1} } \\ = \frac{ \frac{3 - 4(x - 1)}{x - 1} }{ \frac{2(x - 1) - 2}{x - 1} } \\ = \frac{3 - 4x + 4}{2x - 2 - 2 } \\ \frac{7 - 4x}{2(x - 2)} \\ option \: b \: is \: your \: answer \\ thank \: you\)

a) The probability that the next student will ask a question within the next 3 minutes  \($P(X \leq 3) = 1 - e^{-3/8}$\)

b) \($P(X \leq 6) = 1 - e^{-6/8}$\)

c) \($P(4 \leq X \leq 8) = (1 - e^{-8/8}) - (1 - e^{-4/8})$\)

d) \($P(X > 18) = 1 - P(X \leq 18) = 1 - (1 - e^{-18/8})$\)

The time between students walking up to the instructor's desk during an exam follows the exponential probability distribution with a mean of 8 minutes.

a) To find the probability that the next student will ask a question within the next 3 minutes, we can use the cumulative distribution function (CDF) of the exponential distribution. The CDF gives the probability that the time is less than or equal to a given value. In this case, we want to find P(X ≤ 3), where X is the time between students asking questions.

Using the exponential CDF formula, we have P(X ≤ 3) = 1 - e^(-3/8).

b) Similarly, to find the probability that the next student will ask a question within the next 6 minutes, we calculate P(X ≤ 6) = 1 - e^(-6/8).

c) To find the probability that the next student will ask a question between 4 and 8 minutes, we subtract the probability of it happening within 4 minutes from the probability of it happening within 8 minutes. Therefore, P(4 ≤ X ≤ 8) = P(X ≤ 8) - P(X ≤ 4) = (1 - e^(-8/8)) - (1 - e^(-4/8)).

d) To find the probability that the next student will ask a question in more than 18 minutes, we use the complement of the CDF. P(X > 18) = 1 - P(X ≤ 18) = 1 - (1 - e^(-18/8)).

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Answer:

I think yes

Step-by-step explanation:

12/4=3

36/12=3

-6/-2=3

and so on

By applying Algebraic fractions simplifying concept, it can conclude that the simplified expression is - (9p + 3) / q.

Algebraic fractions simplifying can be done by factoring the quantifier and denominator, then dividing by the common factors of the quantifier and denominator.

We have the following algebraic fraction:

((9p² - 1) / (pq - 2q)) / (1 - 3p) / (3p - 6)

To simplify this expression, we will do the following steps:

First, we apply the division rule: (a/b) / (c/d) = ad / bc:

    ((9p² - 1) / (pq - 2q)) / (1 - 3p) / (3p - 6)

⇔ ((9p² - 1) (3p - 6)) / ((pq - 2q) (1 - 3p))

Then we find the factors of (9p² - 1), that are (3p - 1) (3p + 1):

⇔ ((3p - 1) (3p + 1) (3p - 6)) / ((pq - 2q) (1 - 3p))

Factor other expressions that are not already factored in:

⇔ ((3p - 1) (3p + 1) 3 (p - 2)) / (q (p - 2) (1 - 3p))

Now we cancel the common factor (p - 2), so we have:

⇔ (3 (3p - 1) (3p + 1)) / (-q (3p - 1))

Then we cancel the common factor (3p -1), so we have:

⇔ (3 (3p + 1)) / -q

Finally, we expand the expression:

⇔ - (9p + 3) / q

Thus the simplified expression is - (9p + 3) / q.

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Answer:

∠PMN; ∠M

Hope this helps!:)

The Following Screenshot Image is where you would put this on the Graph.

The Slope for this question is:

m = 3

A Quadrilateral has four-sides, it is 2-dimensional (a flat shape), closed (the lines join up), and has straight sides.

We have special types of quadrilaterals which are,

1) Rectangle

2) Square

3) Rhombus

4) Parallelogram

5) Trapezium

6) Kite

Some types are also included in the definition of other types! For example a square, rhombus and rectangle are also parallelograms.

An isosceles trapezoid has left and right sides of equal length that join to the base at equal angles.

Below is the diagram of an Isosceles trapezoid