(08.03 LC)
A set of equations is given below:
Equation C: y = 2x + 6
Equation D: y = 2x + 2
Which of the following best describes the solution to the given set of equations? (5
points)
1) One solution
2) Two solutions
3) No solution
4) Infinitely many solutions

To find the volume of each pris you multiply the measures

So

first prism

then first blanck is 12

Second prism

if we multiply 5 and 14

then second blanck is 70

Total volume

then last blanck is 1180cu cm

The expression that has a value of -4 and -3 is

√20 - 8

An expression in math is a sentence with a minimum of two numbers or variables and at least one math operation.

The values of the expressions given are shown below.

1-2√10

= 1- 2( 3.16)

= 1- 6.32 = -5.32

4-√15

= 4- 3.87

= 1. 87

3√5 -7

= 3( 2.24) - 7

6.72 -7

= -0.28

√20 -8

= 4.47 -8

= -3.53

Therefore the expression that has values between -4 and -3 is √20 - 8

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Answer:

450

Step-by-step explanation:

u multiply 9*5*10 and then u get the answer

Answer:

Whole Numbers goes into A, so its Option B

Step-by-step explanation:

Answer:

Whole Numbers goes into A, so its Option B

Step-by-step explanation:

Answer:

Step-by-step explanation:

two points: (0,2) and (-1, -4)

The statement cross-tabulation with two variables is known as twice-tabulation is false because there is no such term as "twice-tabulation" in the context of statistical analysis.

Cross-tabulation, also known as contingency table analysis, involves the analysis of categorical variables by creating a table that shows the frequency or distribution of one variable based on the levels of another variable.

It allows for the examination of the relationship between two variables, highlighting any associations or patterns that may exist. Each cell in the cross-tabulation table represents the count or proportion of observations that fall into specific combinations of categories from the two variables.

The term "twice-tabulation" does not exist in statistical literature and is not commonly used to refer to cross-tabulation with two variables. The correct term to describe this statistical technique is simply cross-tabulation or contingency table analysis.

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If there are 4 red sections and 8 total sections, the theoretical probability of landing on the red section would be 1/2 or 0.5.

To find the theoretical probability of an event, we divide the number of favorable outcomes by the total number of possible outcomes. In this case, we need to find the probability of landing on the red section of the spinner.

To calculate the probability, we need to know the number of red sections and the total number of sections on the spinner.

However, since you did not provide any specific information or a picture of the spinner, I am unable to give you an exact answer.

However, I can provide a general approach to finding the probability. Let's assume there are 4 red sections and 8 total sections on the spinner.

P(red) = Number of red sections / Total number of sections
P(red) = 4 / 8
P(red) = 1/2

So, if there are 4 red sections and 8 total sections, the theoretical probability of landing on the red section would be 1/2 or 0.5.

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To solve this problem, we need to use some basic geometry concepts. First, we know that the diagonal of a unit square is the square root of 2, since the sides are of length 1.  The side length of the smaller square inscribed within a circle inscribed in a unit square is 1.

Next, we know that the circle inscribed in the square will have a diameter equal to the diagonal of the square, which is the square root of 2. The radius of the circle will therefore be half of the diameter, which is sqrt(2)/2.
Now we can use the radius of the circle to find the side length of the smaller square inscribed within it. If we draw the diagonal of the smaller square, it will be twice the radius of the circle, or sqrt(2). This is because the diagonal of the square passes through the center of the circle and therefore has a length equal to twice the radius.
We can then use the Pythagorean theorem to find the length of each side of the smaller square. If we let x be the side length of the smaller square, then we have:
x^2 + x^2 = 2
2x^2 = 2
x^2 = 1
x = 1
Therefore, the side length of the smaller square is 1, which makes sense since it is inscribed within a unit square.

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When a rectangle is rotated about the y-axis, it creates a solid shape known as a cylindrical shell or a hollow cylinder.

When a rectangle is rotated about the y-axis, each point on the rectangle traces a circular path.  

The resulting shape is a solid formed by the collection of these circular paths, creating a cylindrical shell or a hollow cylinder.

The height of the cylinder corresponds to the length of the rectangle, while the circumference of the cylinder corresponds to the width of the rectangle. The rotation about the y-axis gives the shape a cylindrical appearance, with the y-axis running through the center.

This shape is often used in calculus and geometry to calculate volumes and solve related problems. It is important to note that the rotation about the y-axis assumes that the longer side of the rectangle is aligned parallel to the y-axis.

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When a rectangle is rotated about the y-axis, it creates a solid shape known as a cylindrical shell or a hollow cylinder.

When a rectangle is rotated about the y-axis, each point on the rectangle traces a circular path.  

The resulting shape is a solid formed by the collection of these circular paths, creating a cylindrical shell or a hollow cylinder.

The height of the cylinder corresponds to the length of the rectangle, while the circumference of the cylinder corresponds to the width of the rectangle. The rotation about the y-axis gives the shape a cylindrical appearance, with the y-axis running through the center.

This shape is often used in calculus and geometry to calculate volumes and solve related problems. It is important to note that the rotation about the y-axis assumes that the longer side of the rectangle is aligned parallel to the y-axis.

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Answer:

Smallest possible x = 98.

Step-by-step explanation:

4312 = 2 * 2 * 2 * 7 * 7 * 11

56 = 2 *2 * 2 * 7

154 = 2 * 7 * 11

Because the HCF is 14:-

x =   = 2 * 7 OR  2 * 7 * other prime number(s).

As there are 2 7's in the prime factors of 4312 there must also be another 7 in the prime factors of x.

x =  2 * 7 * 7 = 98.

Answer:

MELA PELA Y SE LA CHUPO GONORREA. SAPO HPTA

Step-by-step explanation:

XD :V

Expand log(m!) + log(m+1) using logarithmic properties:

T(m+1) ≤ c * log((m!) * (m+1)) + d

T(m+1) ≤ c * log((m+1)!) + d

We can see that this satisfies the hypothesis with m+1 in place of m.

To argue the solution to the recurrence relation T(n) = T(n-1) + log(n) is O(log(n!)), we will use the substitution method to verify the answer.

Step 1: Assume T(n) = O(log(n!))

We assume that there exists a constant c > 0 and an integer k ≥ 1 such that T(n) ≤ c * log(n!) for all n ≥ k.

Step 2: Verify the base case

Let's verify the base case when n = k. For n = k, we have:

T(k) = T(k-1) + log(k)

Since T(k-1) ≤ c * log((k-1)!) based on our assumption, we can rewrite the above equation as:

T(k) ≤ c * log((k-1)!) + log(k)

Step 3: Assume the hypothesis

Assume that for some value m ≥ k, the hypothesis holds true, i.e., T(m) ≤ c * log(m!) + d, where d is some constant.

Step 4: Prove the hypothesis for n = m + 1

Now, we need to prove that if the hypothesis holds for n = m, it also holds for n = m + 1.

T(m+1) = T(m) + log(m+1)

Using the assumption T(m) ≤ c * log(m!) + d, we can rewrite the above equation as:

T(m+1) ≤ c * log(m!) + d + log(m+1)

Now, let's expand log(m!) + log(m+1) using logarithmic properties:

T(m+1) ≤ c * log((m!) * (m+1)) + d

T(m+1) ≤ c * log((m+1)!) + d

We can see that this satisfies the hypothesis with m+1 in place of m.

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Let's take this problem step by step:

To find the ordered pair of the system:

⇒ must set both equations equal to each other

    ⇒ and solve for 'x'

Let's solve:

 \(x^2-2x+3=-2x+19\\x^2-2x+2x+3-19=0\\x^2-16=0\\(x+4)(x-4)=0\)

Let's find the x-values:

   \((x-4)=0\\x=4\\\\(x+4)=0\\x=-4\)

Let's find f(x)'s value for each 'x':

 \(x=4\\f(4)=-2(4)+19=-8+19=11\\\\x=-4\\f(-4)=-2(-4)+19=8+19=27\)

Answer: (4, 11), (-4,27)

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The table of values for y = -128x + 3840 is:

x y

0 3840

5 3200

8 2816

10 2560

30 0

From the question, we have the following parameters that can be used in our computation:

Y= -128x + 3840

Then, we have

x = 0,5,8,10,30​

To find the values of y, we substitute each value of x into the equation and simplify:

This means that the above is the table of values for y = -128x + 3840 when x takes on the values 0, 5, 8, 10, and 30

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Statement:

R is the midpoint of QS.

To find out:

The measure of QS.

Solution:

Answer:

QS is 76.

Hope you could understand.

If you have any query, feel free to ask.

Step-by-step explanation:

= ( 3x + 5 ) ( 4x² + 8x + 40 )

= 3x ( 4x² + 8x + 40 ) + 5 ( 4x² + 8x + 40 )

= 12x³ + 24x²+ 120x + 20x² + 40x + 200

= 12x³ + 24x² + 20x² + 120x + 40x + 200

= 12x³ + 44x² + 160x + 200

Answer:

12x^3 +44x^2 +160x +200

Step-by-step explanation:

Distribute:

(3x+5)(4x^2 +8x+40)

3x(4x^2 +8x+40) +5(4x^2 +8x+40)

Then it would be:

(12x^3 +24x^2 +120x) + (20x^2 + 40x +200)

therefore the soloution is:

12x^3 +44x^2 +160x +200

The probability of having at least one dog adopted is 0.6126

It is given that the probability to adopt a dog is 0.1

The adoption of the dog here clearly follows a Binomial distribution

ⁿCₓ  X  pˣ  X  (1 - p)ⁿ⁻ˣ

where,

n = no. os sample

p = probability of success

x = random variable.

Here the success would be the adoption of a dog, We are given here there were 9 visits

Hence,

n = 9

p = 0.1

1 - p = 0.9

we need to find the probability of the adoption of at least one dog

= P(X ≥ 1)

= 1 - P(X = 0)

Hence we get

P(X = 0)

= ⁹C₀  X  0.1⁰  X  0.9⁹

= 0.3874

Hence,

P(X ≥ 1)

= 1 - 0.3874

= 0.6126

Therefore the probability that at least one dog will be adopted is 0.6126

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Answer:

  The conjecture cannot work for any negative numbers, It works for x > 1.3.

Step-by-step explanation:

An odd power preserves the sign. For |x| > 1, the power increases the magnitude. For x < 0, adding -2 only increases the magnitude more. A negative number of larger magnitude will not be "greater than" the reference. It will be "less than."

It only takes a counterexample to show the conjecture is incorrect.

  x^5 -2 ?? x

  (-2)^5 -2 ?? (-2)

  -32 -2 ?? -2

  -34 < -2 . . . . . . not greater than

1/10 of all take 2/5 time

10/10=10 times 1/10

so 10 times 2/5 time=20/5=4 days to finish 1 order

4 days

Answer: $2100

Step-by-step explanation:

Since 12.5 percent of 2400 is 300, Just subtract 300 from 2400 to get the selling price with no sales tax. And the final answer is $2100.

Answer:

2          1/2  

Step-by-step explanation:

The roots are located on a circle with a center at the origin and a radius of 4. The arguments of two successive roots differ by (1/2)π units along the circumference of a circle.

The circumference of a circle is defined as the product of the diameter of the circle and pi.

The 4th roots of 16[cos(π) + i sin(π)] are the 4th roots of -16i. These roots are located on a circle with a center at the origin and a radius of 4 because the 4th roots of a complex number are equally spaced on a circle with a radius equal to the absolute value of the complex number.

The arguments of two successive roots differ by π/2 units along the circumference of a circle. This is because there are 4 roots and the circle has a circumference of 2π, so each root is spaced 2π/4 = π/2 units apart along the circumference of the circle.

For example, the first root is located at (4, 0) on the complex plane, which corresponds to an argument of 0.

The second root is located at (0, 4) on the complex plane, which corresponds to an argument of π/2.

The third root is located at (-4, 0) on the complex plane, which corresponds to an argument of π.

The fourth root is located at (0, -4) on the complex plane, which corresponds to an argument of 3π/2.

Thus, you can see that the arguments of the roots differ by π/2 units.

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Answer:

the teachers would have 24 students per teacher. 10 students per tutor. There would need to be 11 tutors

Step-by-step explanation:

each tutor would have 10 students then if you do 11 times 10 you get 11

(hope this helps can I pls have brainlist (crown)☺️)

Answer:

\(4x - 13\)

Step-by-step explanation:

Given

Represent the number with x

Required

Translate the statements to expression

First, we need to get triple of x:

\(Triple\ of\ x= 3 * x\)

\(Triple\ of\ x= 3 x\)

Next is to get the difference between 3x and 13

This is represented as \(3x - 13\)

Lastly, Add x to the above:

\(x + 3x - 13\)

\(4x - 13\)

Hence, the variable expression is 4x - 13

Answer:

Step-by-step explanation:

Answer: Raise 1000 to the power of 4

1000000000000

Answer:

Number of rocks and fossils collected by you is 1 and  24 respectively

Number of rocks and fossils collected by your friend is 3 and 12 respectively

Step-by-step explanation:

Let  the number of Rocks you collect be x

Let  the number of Fossils you collect be y

Then the total number pf objects you collected will be

x + y = 25

x = 25 - y------------------------------(1)

Your friend collects three times as many rocks and half as many fossils as you.

This can be written as

3x + y (1/2) = 15

3x + (y/2) = 15-------------------(2)

Substituting (1) in (2)

3(25 - y) + (y/2) = 15

75 - 3y + (y/2) = 15

Grouping the like terms we get,

75 - 15 = 3y = (y/2)

60 = ( 6y - y /2)

60 x 2 = 6y -y

120 = 5y

y = 120/5

y = 24

Substituting  y value in equation(1) we get

x = 25 - 24

x= 1

y= 24

Friends collects 3 times rock

so collects 3x =3(1) = 3rocks

Also he collects half as many fossils

That is

y/2 = 24/2 = 12 fossils

Hope this help you! :)

Answer

20.5

Step-by-step explanation:

You multiply 5.4 and 3 to get 16.2. Then you add 16.2 and 4.3 to get 20.5.

If Lucinda used a random selection method, made an effort to ensure that the sample is representative, and the sample size is large enough, then it's possible that the sample is indeed random.

what are perpendicular lines?

Perpendicular lines are two lines that intersect at a 90-degree angle, forming four right angles at the point of intersection. In other words, if you were to draw a perpendicular line from one of the lines to the other at their point of intersection, it would form a right angle with each of the original lines.

Without having access to more information about how Lucinda selected the sample of students, it's difficult to determine whether or not the sample is truly random.

However, there are a few things that we can consider when trying to determine whether or not the sample is random. For example:

Did Lucinda use a random selection method to choose the students? If she simply surveyed her friends or classmates, for example, the sample would not be random.

Did Lucinda make any effort to ensure that the sample is representative of the larger population of students? For example, did she make sure to include students from a variety of grades, genders, and ethnic backgrounds.

Therefore, if Lucinda used a random selection method, and made an effort to ensure that the sample is representative, and the sample size is large enough, then it's possible that the sample is indeed random.

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