Can anyone help me with this question? Best answer will get brainliest!

Hello!

453 millions

= 453 000 000

The first number (x) is equal to 4.5 or 9/2.

The second number (x) is equal to -2.5 or 5/2.

In order to solve this word problem, we would assign a variable to the two unknown numbers, and then translate the word problem into algebraic equation as follows:

This ultimately implies that, translating the word problem into an algebraic equation based on the information provided above, we have the following system of equations;

5x + 3y = 15

10x - 6y = 60

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Complete Question:

Two numbers such that five times the first minus three times the second resulting in 15 and ten times the first minus six times the second resulting in 60.

Answer:

then its 16 i think

Step-by-step explanation:

Answer:

It's all black you uploaded the wrong picture but parallelograms are:

Answer:

of a polynomial function with integer coefficients.

Rational Zeros Theorem:

If the polynomial ( ) 1

1 1 ... n n P x ax a x ax a n n

− = + ++ − + 0 has integer

coefficients, then every rational zero of P is of the form

p

q

where p is a factor of the constant coefficient 0 a

and q is a factor of the leading coefficient n a

Example 1: List all possible rational zeros given by the Rational Zeros Theorem of

P(x) = 6x

4

+ 7x

3

- 4 (but don’t check to see which actually are zeros) .

Solution:

Step 1: First we find all possible values of p, which are all the factors

of . Thus, p can be ±1, ±2, or ±4. 0 a = 4

Step 2: Next we find all possible values of q, which are all the factors

of 6. Thus, q can be ±1, ±2, ±3, or ±6. n a =

Step 3: Now we find the possible values of p

q by making combinations

of the values we found in Step 1 and Step 2. Thus, p

q will be of

the form factors of 4

factors of 6 . The possible p

q are

12412412412

, , , , , , , , , , ,

11122233366

± ± ± ± ± ± ± ± ± ± ±±

4

6

Example 1 (Continued):

Step 4: Finally, by simplifying the fractions and eliminating duplicates,

we get the following list of possible values for p

q .

1124 1, 2, 4, , , , , 2333

±± ± ± ± ± ± ±

1

6

Now that we know how to find all possible rational zeros of a polynomial, we want to

determine which candidates are actually zeros, and then factor the polynomial. To do this

we will follow the steps listed below.

Finding the Rational Zeros of a Polynomial:

1. Possible Zeros: List all possible rational zeros using the Rational Zeros

Theorem.

2. Divide: Use Synthetic division to evaluate the polynomial at each of the

candidates for rational zeros that you found in Step 1. When the

remainder is 0, note the quotient you have obtained.

3. Repeat: Repeat Steps 1 and 2 for the quotient. Stop when you reach a

quotient that is quadratic or factors easily, and use the quadratic formula

or factor to find the remaining zeros.

Example 2: Find all real zeros of the polynomial P(x) = 2x

4

+ x

3

– 6x

2

– 7x – 2.

Solution:

Step 1: First list all possible rational zeros using the Rational Zeros

Theorem. For the rational number p

q to be a zero, p must be a

factor of a0 = 2 and q must be a factor of an = 2. Thus the

possible rational zeros, p

q , are

1 1, 2, 2

±± ±

Example 2 (Continued):

Step 2: Now we will use synthetic division to evaluate the polynomial at

each of the candidates for rational zeros we found in Step 1.

When we get a remainder of zero, we have found a zero.

Since the remainder is not zero,

12 1 6 7 2

23 31

0

23 3

1 is not a

10 12

zer

o

←

+

−− −

− −

−− −

Since the remainder is zero,

12 1 6 7 2

21

1 is

5 2

21520

a zero

− −−−

−

− −

−

− ←

This also tells us that P factors as

2x

4

+ x

3

– 6x

2

– 7x – 2 = (x + 1)(2x

3

– x

2

– 5x – 2)

Step 3: We now repeat the process on the quotient polynomial

2x

3

– x

2

– 5x – 2. Again using the Rational Zeros Theorem, the

possible rational zeros of this polynomial are

1 1, 2, 2

±± ± .

Since we determined that +1 was not a rational zero in Step 2,

we do not need to test it again, but we should test –1 again.

Since the remainder is zero,

12 1 5 2

232

1 is again a zero

2 3 2 0

− −−

−

−

−

− − ←

Thus, P factors as

2x

4

+ x

3

– 6x

2

– 7x – 2 = (x + 1)(2x

3

– x

2

– 5x – 2)

= (x + 1) (x + 1)(2x

2

– 3x – 2)

= (x + 1)2 (2x

2

– 3x – 2)

Example 2 (Continued):

Step 4: At this point the quotient polynomial, 2x

2

– 3x – 2, is quadratic.

This factors easily into (x – 2)(2x + 1), which tells us we have

zeros at x = 2 and 1

2

x = − , and that P factors as

2x

4

+ x

3

– 6x

2

– 7x – 2 = (x + 1)(2x

3

– x

2

– 5x – 2)

= (x + 1) (x + 1)(2x

2

– 3x – 2)

= (x + 1)2 (2x

2

– 3x – 2)

= (x + 1)2 (x – 2)(2x + 1)

Step 5: Thus the zeros of P(x) = 2x

4

+ x

3

– 6x

2

– 7x – 2 are x = –1, x = 2,

and 1

2

x = − .

Descartes’ Rule of Signs and Upper and Lower Bounds for Roots:

In many cases, we will have a lengthy list of possible rational zeros of a polynomial. A

theorem that is helpful in eliminating candidates is Descartes’ Rule of Signs.

In the theorem, variation in sign is a change from positive to negative, or negative to

positive in successive terms of the polynomial. Missing terms (those with 0 coefficients)

are counted as no change in sign and can be ignored. For example,

has two variations in sign.

Descartes’ Rule of Signs: Let P be a polynomial with real coefficients

1. The number of positive real zeros of P(x) is either equal to the number

of variations in sign in P(x) or is less than that by an even whole

number.

2. The number of negative real zeros of P(x) is either equal to the number

of variations in sign in P(–x) or is less than that by an even whole

number.

Example 3: Use Descartes’ Rule of Signs to determine how many positive and how

many negative real zeros P(x) = 6x

3

+ 17x

2

– 31x – 12 can have. Then

determine the possible total number of real zeros.

Solution:

Step 1: First we will count the number of variations in sign of

( ) . 3 2 Px x x x =+ −− 6 17 31 12

Step-by-step explanation:

Answer: The equation of motion is

 s(t) = (1/2)a·t² +v₀·t +s₀

Step-by-step explanation: Hope this helped!

Answer:

1/7 km long

Step-by-step explanation:

The area of a square is any given one of the sides, squared. We can take this information and apply it to this problem. If the area is 1/49 km squared, we can take the square root of this to find the length of each side.

The square root of 1 is 1, and the square root of 49 is 7, so the answer is 1/7 km for each side.

If you have any further questions, let me know!

Answer:

\(\frac{1}{7}\)

Step-by-step explanation:

Answer:

\(\displaystyle S_{8}=6560\)

Step-by-step explanation:

We have the geometric sequence:

2, 6, 18, 54 ...

And we want to find S8, or the sum of the first eight terms.

The sum of a geometric series is given by:

\(\displaystyle S=\frac{a(r^n-1)}{r-1}\)

Where n is the number of terms, a is the first term, and r is the common ratio.

From our sequence, we can see that the first term a is 2.

The common ratio is 3 as each subsequent term is thrice the previous term.

And the number of terms n is 8.

Substitute:

\(\displaystyle S_8=\frac{2((3)^{8}-1)}{(3)-1}\)

And evaluate. Hence:

\(\displaystyle S_8=6560\)

The sum of the first eight terms is 6560.

Answer:

S₈ = 6560

Step-by-step explanation:

The sum to n terms of a geometric sequence is

\(S_{n}\) = \(\frac{a(r^{n}-1) }{r-1}\)

where a is the first term and r the common ratio

Here a = 2 and r = \(\frac{a_{2} }{a_{1} }\) = \(\frac{6}{2}\) = 3 , then

S₈ = \(\frac{2(3^{8}-1) }{3-1}\)

    = \(\frac{2(6561-1)}{2}\)

    = 6561 - 1

    = 6560

Answer:

6x^9x+2y-22x-y^3x+5y+12

Step-by-step explanation:

Combine like terms:

6x^10+2y+-22x+-xy^3+5y+12

=(6x^10)+(-xy^3)+(-22x)+(2y+5y)

=6x^10+-xy^3+-22x+7y+12

Answer:

I think it's y = 3 and x = 9 so 3/9 I think.

or -3/9 if the ramp goes down

or 3/9 if the ramp goes up

good luck!

Basedon the given graphs, we can find that:

To find the slope, linear equation, and y-intercept, we have to identify 2 points on each graph first.

Graph 1: (6, 7) and (0, -1)

Graph 2: (0, 5) and (4, 2)

Graph 3: (2, 2) and (7, 5)

Graph 4: (1, 4) and (3, 1)

The slope of the graph can be calculated using formula of:

slope (m) = y₂ - y₁

                  x₂ - x₁

m = [7 - (-1)] / [6 - 0]

m = 8/6

m = 4/3

We take one point and put it into the linear equation formula to find the value of constant C:

(6, 7)

y = mx + C

7 = 4/3 (6) + C

7 = 8 + C

C = -1 --> y = 4/3 x - 1

Y-intercept equals to the y-axis value when x = 0; we can find it on the graph that (0, -1). Y-intercept is -1

The slope of the graph can be calculated using formula of:

slope (m) = y₂ - y₁

                  x₂ - x₁

m = [5 - 2] / [0 - 4]

m = 3/(-4)

m = - 3/4

We take one point and put it into the linear equation formula to find the value of constant C:

(4, 2)

y = mx + C

2 = - 3/4 (4) + C

2 = -3 + C

C = 5 --> y = - 3/4 x + 5

Y-intercept equals to the y-axis value when x = 0; we can find it on the graph that (0, 5). Y-intercept is 5.

The slope of the graph can be calculated using formula of:

slope (m) = y₂ - y₁

                  x₂ - x₁

m = [5 - 2] / [7 - 2]

m = 3/5

We take one point and put it into the linear equation formula to find the value of constant C:

(7, 5)

y = mx + C

5 = 3/5 (7) + C

---------------------- x 5

25 = 21 + 5C

4 = 5C

C = 4/5 --> y = 3/5 x + 4/5

Y-intercept equals to the y-axis value when x = 0; we can find by using our linear equation:

x = 0

y = 3/5 x + 4/5

y = 3/5 (0) + 4/5

y = 4/5 --> Y-intercept = 4/5

The slope of the graph can be calculated using formula of:

slope (m) = y₂ - y₁

                  x₂ - x₁

m = [1 - 4] / [3 - 1]

m = -3/2

We take one point and put it into the linear equation formula to find the value of constant C:

(3, 1)

y = mx + C

1 = -3/2 (3) + C

---------------------- x 2

2 = -9 + 2C

2C = 11

C = 11/2 --> y = -3/2 x + 11/2

Y-intercept equals to the y-axis value when x = 0; we can find it using our linear equation:

x = 0

y = -3/2 x + 11/2

y = -3/2 (0) + 11/2

y = 11/2 --> Y-intercept = 11/2

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Answer:

Interval Notation: (-∞, ∞)

Any value of x makes the equation always true.

There is no other answer.

If a data analyst uses the bias() function to compare the actual outcome with the predicted outcome to determine if the model is biased and gets a score of 0.8, this simply means that: 2. The model is biased.

In Mathematics, a sampling bias can be defined as a type of bias in which members of an intended population are selected in such a way that some members have a higher or lower sampling probability (chances) than the other members.

This ultimately implies that, a sampling bias would occur when members of an intended population are selected incorrectly, which eventually results in a sample that is not representative of the entire population.

In conclusion, a bias() function with an outcome score of 0.8 in R programming indicates that a model is biased because the closer a score is to zero, the lower are its chances of being biased.

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Complete Question:

A data analyst uses the bias() function to compare the actual outcome with the predicted outcome to determine if the model is biased. They get a score of 0.8. What does this mean?

1. Bias cannot be determined

2. The model is biased

3. Bias can be determined

4. The model is not biased

The geometric relation between the vectors v and w are:

The vectors are in the same direction.

Now, According to the question:

Geometrical Interpretation of Scalar Product

From the scalar product formula, we have a.b = |a| |b| cos θ = |a| proj→b(→a) proj b → ( a → ) , that is, the scalar product of vectors a and b is equal to the magnitude of vector a times the projection of a onto vector b.

Vectors describe movement with both direction and magnitude. They can be added or subtracted to produce resultant vectors. The scalar product can be used to find the angle between vectors.

Now, vw =-||v|| ||w||

a.b = |a| |b| cos θ = |a| proj→b(→a) proj b → ( a → )

vw =-||v|| ||w|| cos θ = |v| proj →w(→v) proj w → ( v → )

Hence, The vectors are in the same direction.

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Test the hypothesis step of the scientific method is he performing.

Making conjectures (hypothetical explanations) is a step in the scientific method. Predictions are then derived from the hypotheses as logical conclusions, and experiments or actual observations are conducted based on those predictions.

Since at least the 17th century, the scientific method—an empirical approach to learning—has guided the advancement of science. Since one's interpretation of the observation may be distorted by cognitive presumptions, it requires careful observation and the application of severe skepticism regarding what is observed.

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Answer:

You can substitute the x value of coordinate (x,y) in the equation. If the outcome = the y value in the coordinate (x,y), then you have determined it to be on the system of linear equations.

Step-by-step explanation:

Point P has a coordinates: ( Px , Py ).

You can choose which value is easy to substitute. Eighter start with the Py or you could start with the Px. It could save you time if you pick the right one for the job.

If you want to verify if any point is valid in any (linear) equation(s), you can:

a) substitute the x value of coordinate (x,y) in the equation, and if the outcome has the same value as y in the coordinate (x,y), then that point is a valid solution of the (linear) equation.

b) substitute the y value of coordinate (x,y) in the equation, and if the outcome has the same value as x in the coordinate (x,y), then that point is a valid solution of the (linear) equation.

Answer:

You can substitute the x value into the equation if the answer for y is the same for the y coordinate you will have your answer.

Step-by-step explanation:

By comparing the responses across the three groups, the researcher can identify potential variations in opinions based on educational background. This information can provide valuable insights into how different types of schooling may shape perspectives on civic policies like curfews.

That's an interesting research approach!  By gathering opinions from different groups of children, specifically home-schooled, private school attendees, and public school attendees, the researcher can gain insights into how various educational backgrounds might influence their opinions on the new town curfew.

Collecting a simple random sample from each group ensures that every child within the respective groups has an equal chance of being selected for the survey. This helps in minimizing bias and increasing the generalizability of the findings to the larger population of home-schooled, private school, and public school children.

Once the samples are obtained, the researcher can administer a survey or questionnaire to collect the children's opinions on the new town curfew. The survey may include questions related to their awareness of the curfew, their understanding of its purpose, and their personal opinions on whether they support or oppose it.

By comparing the responses across the three groups, the researcher can identify potential variations in opinions based on educational background. This information can provide valuable insights into how different types of schooling may shape perspectives on civic policies like curfews.

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Answer:

A. President Millard Fillmore

To prove that triangle FGE and triangle IJH we need information like the two sides of each triangle and the included angle to be congruent.

To prove two triangles are similar by the SAS is that you need to show that two sides of one triangle are proportional to two corresponding sides of another triangles, with the included corresponding angles being congruent.

For the SAS postulate you need two sides and the included angle in both triangles.

Side-Angle-Side (SAS) postulate:-

If two sides and the included angles of one triangle are congruent to two sides and the included angle of a second triangle, then the two triangles are congruent. SAS postulate relate two triangles and says that two triangles are congruent if two sides and the included angle of one triangle are congruent to two sides and the included angle of another triangle.

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Answer:

-3, -2.5, -3/4, 0.8, 2.5, 6 1/2

Step-by-step explanation:

Answer:

Step-by-step explanation:

1/2 = 0.5

6 = 6

6 + 0.5 = 6.5

----------------------------------------------------------------------------------------------------------------

1/4 = 0.25

-1/4 = -0.25

-3/4 = -0.75

----------------------------------------------------------------------------------------------------------------

Hope this helps! <3

Answer:

aman's son's age = 20

aman's age = 40

Step-by-step explanation:

let aman's son's age be x

aman's age = 2x

2x+5+x+5 = 70

3x+10=70

3x = 60

x = 20

2x = 40

Answer:

Step-by-step explanation:

john lennon

Answer:

52

Step-by-step explanation:

answer explained in the photo, divide the shape into 3 easy-to-calculate-area shapes, the sum of the rectangle's Areas is the shape's Area

Answer:

62 m²

Step-by-step explanation:

The area of the big rectangle is

A= 7m *14m = 98m²

The area of the small rectangle (the missing part ) is

A = 4 m * (14-4-1) m = 4*9 = 36 m²

The area of the shape is

The area of the big rectangle - the area of the small rectangle = 98-36 = 62m²

Answer:

5 units!

Step-by-step explanation:

Because Rectangle Perimeter = 2(a+b)

a=2w-1, b=w

2(2w-1+w)=28

3w-1=14

3w=15

w=5

So the answer is 5! 5! 5! A!A!A!

Fighting!! o(≧o≦)o

The number of columns in the first matrix must equal the number of rows in the second matrix in order to multiply matrices with different dimensions.

    3. Determine the dot product of the corresponding row in matrix A          and the corresponding column in matrix B for each element in matrix C.

    4: The final response is matrix C, which is the union of the 2x3 matrix A and the 3x4 matrix B.

     Therefore, the result is a 2x4 matrix, which is produced by taking the dot product of the rows and columns of matrix A and matrix B.

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Answer:

I think this is the answer

Step-by-step explanation:

1511664158726899051326

Linear Interpolation Calculator is a free online tool that shows the interpolated point for specific coordinates, also termed as online calculator.

It allows users to interpolate (interpolation is a mathematical technique for estimating any value between two known points) data points between the sets(two sets) of points or coordinates.

Take the two known points and calculate the value of the point that lies between them. This has been used in as many engineering applications as estimating the value of a point on a graph or table. This calculator helps in estimating the value of a point that lies between two known points on a line.

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