Hi please help I’m rlly behind in school!!!

Answer:

y = -3x - 6

Step-by-step explanation:

first, find the slope

(-4, 6)

(1, -9)

remember the equation for the slope

\(\frac{y_{2}-y_{1}}{x_{2} - x_{1}} }\)

insert given points

\(x_{1} = -4\\y_{1} = 6\\\\x_{2} = 1\\y_{2} = -9\)

((-9) - (6)) / ((1) - (-4))

simplify

( -9 - 6) / (1 + 4)

= -15/ 5

= -3

now insert it into the equation of the line

remember, the equation of the line is

y = mx + b

where "m" is the slope

and "b" is the y-intercept

to find "b", you just have to plug in a point that is found on the line

we know that (-4, 6) and (1. -9) is found on the line, so let's just use (-4, 6) for this problem

y = mx + b

substitute in the slope of this line

y = -3x + b

now substitute in the given points

6 = -3 * -4 + b

and solve it like any algebra problem, by inverse operations and simplifying

6 = 12 + b

-12      -12

-6 = b

so the equation of the line is

y = -3x -6

Answer:

x = 3

Step-by-step explanation:

4 ( x - 7 ) = -6x + 12

→ Expand brackets

4x - 28 = -6x + 12

→ Add 6x to both sides

10x - 28 = 12

→ Add 28 to both sides

10x = 30

→ Divide both sides by 10

x = 3

The answer of the given question based on the theoretically optimal solution is ,False.

A model refers to a simplified representation of a real-world system or phenomenon that is used to gain insights, make predictions, or solve problems. Models in math can take many forms, including mathematical equations, geometric shapes, graphs, or diagrams.

Mathematical models are often used in various fields like physics, engineering, economics, and biology to represent and analyze complex phenomena. These models are constructed using mathematical principles and are based on assumptions and simplifications of the real-world system they represent.

False.

In project 8, the out-of-sample results are expected to provide an estimate of how well the model is expected to perform on new, unseen data. The out-of-sample results are not necessarily expected to the track closely with or exceed  results of theoretically optimal solution (TOS), as TOS is based on training data and may not generalize well to new data. The goal is to find a model that performs well on both the training data and new, unseen data, so the out-of-sample results are used to evaluate the generalization performance of the model.

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Answer: -2x-10y

Step-by-step explanation:i'm in the 8th grade so i know im right

The following functions are analytic:

1. f(z) = iz

2. f(z) = \(e^(^-^2^x^)(cos^2^y - isin^2^y^)\)

4. f(z) = \(e^x(cosy - isiny)\)

5. f(z) = \(Re(z^2) - iIm(z^2)\)

8. f(z) = \(i/z^8\)

11. f(z) = cos(x)cos(hy) - isin(x)sin(hy)

Analytic functions are those that can be expressed as power series expansions, meaning they have derivatives of all orders in their domain. In the given list of functions, we need to determine if each function satisfies this criterion.

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Answer:

The principle of complementarity of structure and function states that function is dependent on structure, and that the form of a structure relates to its function.

Step-by-step explanation:

Answer:

x = 8

y = 8

Step-by-step explanation:

y = 8

2x - 3y = -8

We substitute 8 in for y and solve for x

2x - 3(8) = -8

2x - 24 = -8

2x = 16

x = 8

Let's Check the answer.

2(8) - 3(8) = -8

16 - 24 = -8

-8 = -8

So, x = 8 and y = 8 is the correct answer.

Answer:

x = 8 and y = 8.

Step-by-step explanation:

To solve the system of linear equations using the elimination method, we'll eliminate the variable "y" by substituting the given value of y into the second equation. Let's start:

Given equations:

y = 8

2x - 3y = -8

Substitute y = 8 into equation 2:

2x - 3(8) = -8

2x - 24 = -8

Next, we'll solve this equation for x:

2x - 24 = -8

2x = -8 + 24

2x = 16

x = 16/2

x = 8

Now that we have the value of x, we can substitute it back into equation 1 to find the value of y:

y = 8

So, y = 8

Therefore, the solution to the given system of equations is x = 8 and y = 8.

Answer:

6hm-8h^2

Step-by-step explanation:

2h(3m-4h)

2h*3m=6hm

2h*4h=8h^2

=6hm-8h^2

Answer:

x = 3

m<PAW = 1

Step-by-step explanation:

☆They are supplementary angles.

☆Supplementary angles equal 180 degrees.

\(- 11x + 17 3 - 1x + 43 = 180 \\ - 12x + 216 = 180 \\ \frac{ \: \: \: \: \: \: \: \: \: \: \: \: \: - 216 = - 216}{ \frac{ - 12x}{ - 12} = \frac{ - 36}{ - 12} } \\ x = 3\)

☆Plug in for m<AEZ

\( - 1(3) + 4 \\ - 3 + 4 \\ 1\)

☆m<PAW is corresponding to m<AEZ

☆Corresponding angles are congruent.

☆m<PAW equals 1.

Answer: TRUE

SUIIIIIIIII

The statement that "subset h of a vector space v is a subspace of v if the zero vector is in h" is true.

A subspace is a vector space that is also encompassed within another vector space.

So, while each subspace is a vector space in its own right, it is also defined with respect to another (bigger) vector space.

Three components must be demonstrated to prove that a subset is a subspace:

Additionally, demonstrate that it is closed.

Show that it is closed when scalar multiplication is used.

Show that vector 0 is a part of the subset.

As it is stated in the question;

h represents a subset of the vector space v.

The zero vector is contained in h.

This implies that h must be in the v subspace.

Hence, the statement that "subset h of a vector space v is a subspace of v if the zero vector is in h" is true.

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The given statement "The standard error of the sampling distribution of the sample proportion, when the sample size n = 50 and the population proportion p = 0.25, is 0.00375" is false because the correct calculation of standard error using the formula SE = sqrt((p*(1-p))/n) would give SE = sqrt((0.25*(1-0.25))/50) = 0.071.

The standard error is a measure of the variability of sample means or proportions that we would obtain if we took repeated samples of the same size from a population. It is affected by both the sample size and the population proportion.

In this case, the sample size is relatively small at 50, which means that the standard error would be larger than if we had a larger sample size. The population proportion of 0.25 is also important as it contributes to the overall variability in the sample proportion.

Therefore, it is important to use the correct formula to calculate the standard error to obtain accurate results.

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Please consider the complete question.

A student is deriving the quadratic formula. Her first two steps are shown. Step 1: \(-c = ax^2 + bx\)

Step 2: \(-c = a[x^2+\frac{b}{a}x]\)

Which best explains or justifies Step 2?

A. division property of equality

B. factoring the binomial

C. completing the square

D. subtraction property of equality

We can see that in step 2 student has factored the right side of equation.

The student factored our a from the right side of equation. To factor our a from right side, student has divide the bx term by a.

We can multiply and divide by same quantity in an equation.

\(-c = ax^2+a\cdot \frac{b}{a}x\)

Now we can factor out a as:

\(-c = a(x^2+\frac{b}{a}x)\)

Therefore, the 2nd step is known as factoring of binomial and option B is the correct choice.

Answer:

it b factoring a binomial on

Step-by-step explanation:

thats on edge

Answer:

Step-by-step explanation:

A perfect square trinomial is the square of a binomial.

One of the special products and factors formulas that you should know is

(a + b)^2 = a^2 + 2ab + b^2; another is (a - b)^2 = a^2 - 2ab + b^2.

So, if you are given a trinomial and can use either of the above identities to rewrite it as the square of a binomial, you've got it.

Answer:

C. 20

8 cycles for 1 inch, times 2 is 16, + 4 is 20

Random sampling is most important to quantitative research methods.

Quantitative research relies on collecting numerical data and analyzing it statistically to draw conclusions about a population. Random sampling is a crucial aspect of quantitative research as it ensures that the sample selected is representative of the population being studied. By randomly selecting participants or data points from the population, researchers can minimize bias and increase the generalizability of their findings.

This allows them to make accurate inferences about the larger population based on the characteristics observed in the sample. Random sampling helps to reduce the potential for selection bias and ensures that each member of the population has an equal chance of being included in the sample, which enhances the validity and reliability of the research results.

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Step 1:

The number with fewer digits is always smaller (Option A is correct)

Step 2

Numbers with different numbers of digits are never equal. (Option E is correct).

The multiplicative inverse for √2-i = 1/(√2+1) and  The multiplicative inverse is √2+1 = 1/(√2-1)

Given Data

For√2+i

the real part is  is √2 and the imaginary part is i

The multiplicative inverse is √2+1 = 1/(√2-1)

rationalising the denominator we have

= 1/√2-1 * √2-1/√2-1

= √2-1/(√2-1)*(√2-1)

= √2-1/(2-√2-√2+1)

= √2-1/(-2√2+3)

For√2-i

the real part is  is √2 and the imaginary part is -i

The multiplicative inverse is √2-1 = 1/(√2+1)

Rationalising the denominator we have

= 1/√2+1 * √2+1/√2+1

= √2+1/(√2+1)*(√2+1)

= √2+1/(2+√2+√2+1)

= √2+1/(2√2+3)

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Answer:

x + 46

Step-by-step explanation:

Step 1: Write expression

4(-8x + 5) - (-33x - 26)

Step 2: Distribute

-32x + 20 + 33x + 26

Step 3: Combine like terms

x + 46

The 8 painters will take 12 hours and 9.6 minutes to paint the office. The result is obtained by comparing the two variables, worker and time duration.

If the they work at the same rate, find the time needed for the 8 painters to finish their job!

Let's say

We convert the unit of time in hours.

t₁ = 7 h 36 min

t₁ = (7 + 36/60) h

t₁ = (7 + 0.6) h

t₁ = 7.6 hours

If they work at the same rate, the number of workers and time durations of each day are directly proportional. So,

w₁/w₂ = t₁/t₂

5/8 = 7.6/t₂

t₂ = 8/5 × 7.6

t₂ = 12.16 hours

In hours and minutes,

t₂ = 12 h + (0.16 × 60) min

t₂ = 12 h 9.6 min

Hence, to paint the office, the 8 painters will take 12 hours and 9.6 minutes.

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Answer:

Step-by-step explanation:

If the ratio of goals scored by a soccer team to the goals scored by opponents is 3:2, then let's assume that the team scored 3x goals and the opponents scored 2x goals. So, the total number of goals scored would be 3x + 2x = 5x.

We are also given that the total number of goals scored by both the team and its opponents is 55. Therefore, we can write:

3x + 2x = 55

Simplifying this equation, we get:

5x = 55

Dividing both sides by 5, we get:

x = 11

So, the opponents scored 2x = 2(11) = 22 goals during the last season.

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Let's represent the number of goals scored by the soccer team as 3x and the number of goals scored by the opponents as 2x, since the ratio of their goals is 3:2.

The total number of goals scored by both teams is the sum of 3x and 2x, which is 5x. We know that 55 goals were scored altogether, so we can write the equation:

5x = 55

To solve for x, we divide both sides by 5:

x = 11

Now that we know x, we can find the number of goals scored by the opponents by multiplying 2x by 11:

2x = 2(11) = 22

Therefore, the opponents scored 22 goals in total last season.

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Answer:

\(9 - 4m = 19 \\ 4m = 9 - 19 \\ 4m = -10 \\ m = \cancel{\frac{-10}{4} } \\ \\ m = \frac{-5}{2} \\ \\ m = - 2.5\)

hope helpful~

Answer:

m=-2.5

Step-by-step explanation:

As the number of zygotes increases, it can lead to both increased genetic diversity and increased chances of beneficial or harmful traits.

These factors can play a role in shaping the evolution of a population over time.

As the number of zygotes increases, there are a few possible outcomes:

1. Increased genetic diversity:

When gametes are chosen at random to form zygotes, it increases the chances of combining different sets of genetic information. This can lead to an increase in genetic diversity among the zygotes.

2. Higher chances of beneficial traits:

With a larger number of zygotes, there is a higher probability of beneficial genetic variations occurring. These beneficial traits can provide advantages to the organism, such as improved survival or reproduction.

3. Increased chances of harmful traits:

On the flip side, as the number of zygotes increases, there is also a greater likelihood of harmful genetic variations occurring. These harmful traits can lead to decreased fitness or survival disadvantages for the organism.

4. Natural selection:

With an increased number of zygotes, there is a greater pool of potential variations for natural selection to act upon. Natural selection favors individuals with traits that are better suited to their environment, leading to the survival and reproduction of those individuals and their genetic traits becoming more common in subsequent generations.

Overall, as the number of zygotes increases, it can lead to both increased genetic diversity and increased chances of beneficial or harmful traits. These factors can play a role in shaping the evolution of a population over time.

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As the number of zygotes increases, the genetic diversity within the population may increase, and the overall population size may also increase.

When gametes, which are the reproductive cells (sperm and egg), combine to form zygotes, the process is random. This means that the choice of gametes that come together to form a zygote is not predetermined or controlled.

As the number of zygotes increases, there are a few possible outcomes. One possible outcome is that the genetic diversity within the population will also increase.

This is because with a larger number of zygotes being formed, there is a higher chance of different combinations of gametes coming together.

For example, let's say there are 10 gametes available: A, B, C, D, E, F, G, H, I, and J. If two gametes are chosen randomly to form a zygote, the possible combinations could be AB, CD, EF, GH, or IJ.

As the number of zygotes increases, the chance of different combinations occurring also increases. This can lead to a greater variety of genetic traits within the population.

Additionally, as the number of zygotes increases, the overall population size may also increase.

If each zygote develops into a fully grown individual, then with a larger number of zygotes, there will be a larger number of offspring.

To summarize, as the number of zygotes increases, the genetic diversity within the population may increase, and the overall population size may also increase.

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Rοunding tο the nearest whοle number, the area οf the actual game rοοm in square feet is 56 square feet.

Geοmetry is a branch οf mathematics that deals with the study οf shapes, sizes, relative pοsitiοns οf figures, and the prοperties οf space.

Tο find the area οf the actual game rοοm in square feet, we first need tο cοnvert the given dimensiοns frοm inches tο feet. Since there are 12 inches in a fοοt, we have:

Length οf rectangle = 2 inches ÷ 12 inches/fοοt = 0.1667 feet

Width οf rectangle = 4.5 inches ÷ 12 inches/fοοt = 0.375 feet

Next, we need tο find the area οf the rectangle in square feet using the scale οf 1 tο 30. This means that 1 inch οn the drawing represents 30 inches in real life. Tο cοnvert this tο feet, we divide by 12, sο 1 inch οn the drawing represents 2.5 feet in real life. Therefοre, we have:

Length οf rectangle = 2 inches × 2.5 feet/inch = 5 feet

Width οf rectangle = 4.5 inches × 2.5 feet/inch = 11.25 feet

The area οf the rectangle is:

Area = length × width = 5 feet × 11.25 feet = 56.25 square feet

Hence, Rοunding tο the nearest whοle number, the area οf the actual game rοοm in square feet is 56 square feet.

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Answer:

Ahmed is right in disagreeing with his friend

Step-by-step explanation:

We can easily determine that Ahmed's friend is wrong by looking at the fraction a/b which has to be less than 1 since the distance from A toschool  is less than the distance from A to B

Therefore b/a will be greater than 1 and hence b/a x length of BA will be greater than the distance from B to A which means the school cannot be located on the segment BA

An example will make this easier to understand
Let the segment AB be 12 units
Let a/b = 1/3
School is located 1/3 x AB length

b/a is reciprocal of 1/3 = 3
Friend suggests that school is b/a times distance BA
But b/a distance BA = 3BA which means the school is outside the segment BA

The correct answer is
The school is located (1 - a/b) the distance along BA

Answer:

x= 26°

Step-by-step explanation:

it's a 90 degree angle as a whole so just subtract 64° from 90° to get the other angle.

Answer:

x=26

A line is 180 degrees

the square at the bottom left means 90 degrees

90+64=154

180-154=26 degrees

Answer:

sorry

Step-by-step explanation: im am no good at math

Answer:

soory I DONT KNOW AT ALL

Step-by-step explanation:

SO SORRY

Answer:

yes

Step-by-step explanation:

Hey There!

So if you didn't know in order for it to be a function none of the x values can repeat

In the given relation none of the x values repeat, or each input has a different output therefore it is a function

Answer:

EKH and FKG

Step-by-step explanation:

vertical angles are angles that are directly vertical from each other.

Answer:

C

Step-by-step explanation:

EKH AND FKG THEY ARE VERTICLE (SAME ANGLES)