please help I am struggling with these problems​

Answer:

She earns 10 dollars per hour.

Step-by-step explanation:

They substituted h for the amount of hours, since it is unknown. And you can see 10 is multiplied with h. So that is how much she earns an hour.

One way to solve this system of equations is to use the elimination method. You can solve for one variable in terms of the other using one equation and then substitute that expression into the other equation. For example, you can solve for x in terms of y using the second equation: x = -11 - y. Then substitute this expression for x into the first equation: (-11 - y) * y = -80. Solving this quadratic equation will give you the values of y, and then you can find the corresponding values of x.

The sequence yn = √(n+1) - √n converges, and its limit can be found by simplifying the expression and applying the limit rules. The limit of yn as n approaches infinity is 0.

To find the limit of yn as n approaches infinity, we can simplify the expression. Let's start by rationalizing the numerator:

yn = (√(n+1) - √n) (√(n+1) + √n) / (√(n+1) + √n)

Simplifying the numerator, we get:

yn = [(n+1) - n] / (√(n+1) + √n)

= 1 / (√(n+1) + √n)

As n approaches infinity, both √(n+1) and √n also approach infinity. Therefore, the denominator (√(n+1) + √n) also approaches infinity. In the numerator, the constant 1 remains constant.

Using the limit rules, we can simplify the expression further:

lim(n→∞) yn = lim(n→∞) [1 / (√(n+1) + √n)]

= 1 / (∞ + ∞)

= 1 / ∞

= 0

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The decision to arrest the cell cycle in eukaryotes when cell division is no longer possible is typically made during the G1 (Gap 1) phase of the cell cycle.

The cell cycle consists of several phases, including G1, S (DNA synthesis), G2 (Gap 2), and M (mitosis). During G1 phase, the cell grows in size and prepares for DNA replication in the subsequent S phase. At the end of G1 phase, the cell undergoes a checkpoint called the G1 checkpoint or restriction point. The G1 checkpoint is a critical regulatory point where the cell assesses various conditions before deciding whether to proceed with the cell cycle. At this checkpoint, the cell evaluates factors such as cell size, nutrient availability, DNA damage, and external signals. If the conditions are favorable, the cell receives a signal to progress into S phase and continue with DNA replication. However, if the conditions are unfavorable or cell division is not possible (e.g., due to damaged DNA or lack of resources), the cell can arrest the cell cycle and enter a non-dividing state called G0 phase. In G0 phase, the cell temporarily or permanently stops dividing and can enter a quiescent state or differentiate into specialized cell types. This decision to arrest the cell cycle and enter G0 phase is made at the G1 checkpoint, where the cell assesses its ability to proceed with cell division based on internal and external cues. Therefore, when cell division is no longer possible, eukaryotic cells typically arrest the cell cycle and enter a non-dividing state during the G1 phase at the G1 checkpoint.

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The justifications are 1. Distributive Property 2. Combine like terms 3. Addition Property of Equality 4. Division Property of Equality (Option 3 and 4).

Now,

We are given the linear equation: \(4x + \frac{1}{2}(10x-4)=6\)

Hence, The third and fourth solutions are correct when using the division property of equality, i.e., The justifications are 1. Distributive Property 2. Combine like terms 3. Addition Property of Equality 4. Division Property of Equality (Option 3 and 4).

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An effective sampling method is not cast doubt on the usefulness of the sample

The effective sample is a calculation of the approximate sample size needed to obtain the same degree of accuracy as a simple random sample. It is denoted mathematically by the formula n/D, where n represents the sample size and D denotes the design effect. It is employed as a means of condensing the volume of data.

Effective sample size calculations are mostly used for qualitative analyses of the sample size. The sample size calculates the total number of measurements or observations made during an experiment or survey. The effective sample size—rather than the actual sample size—is utilized in this assessment since it is thought that a sample size of 30 is necessary for an analysis to be valid.

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The standard deviation is the best measurement of spread for games and movies.

To determine the spread of data, various measures can be used. These measures are referred to as measures of spread, dispersion, or variability.

The two most widely used measures of spread are the interquartile range (IQR) and standard deviation (SD).The IQR is calculated by subtracting the first quartile (Q1) from the third quartile (Q3).

That is, IQR = Q3 - Q1. The IQR gives the range of the middle 50% of data points.

The main advantage of using IQR is that it is not affected by outliers. Outliers are extreme values that lie far away from the bulk of the data points. IQR is more robust than SD when it comes to outliers.

However, IQR ignores the values in the top and bottom 25% of data, which may not give a complete picture of the spread of the data.SD is calculated by first finding the mean of the data and then finding the deviation of each data point from the mean.

The deviations are then squared, summed, and divided by the total number of data points minus one.

The square root of this value gives the SD. SD measures the average ditance of data points from the mean. Unlike IQR, SD takes into account all the data points.

The advantage of using SD is that it gives a complete picture of the spread of the data. SD is also more sensitive to small changes in data than IQR.

Based on the above explanations, it is clear that the standard deviation is the best measurement of spread for games and movies.

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Answer:

C

Step-by-step explanation:

The average rate of change will be 508.33. And the number of seats filled from the 6-minute point to the 30-minute point will be 12200.

Suppose that we have to measure the rate of change of y as x changes, then we have:

\(Rate = \dfrac{y_2 - y_1}{x_2 - x_1}\)

where we have

Remember that, we divide by the change in the independent variable so that we get some idea of how much the dependent quantity changes as we change the independent quantity by 1 unit.

The gates for a concert opened 1 hour before the concert began.

Six minutes after the gates opened, 1,000 of the seats were filled.

Thirty minutes after the gates opened, 13,200 of the seats were filled.

Then the average rate of change will be

Rate = (13200 - 1000)/(30 - 6)

Rate = 12200/24

Rate = 508.33

The number of seats filled from the 6-minute point to the 30-minute point will be 12200.

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A regular linear regression model is statistically helpful in providing a good fit to the information that can be used to make precise predictions about new information agendas.

A linear regression model is useful when the explanation of a significant amount of variation of the dependent variable utilizes one or more independent variables. The usability of a linear regression model can be comprehended by examining various statistical measures for instance

R-squared value of 1 shows that all of the changes in the dependent variable are elaborated by the independent variable, Hence, an R-squared value of 0 points that none of the variations is elaborated

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Answer:

irrational because root3/root64=root3/

Step-by-step explanation:

Irrational probally I’m guessing my brother!

\(\huge\underline\color{pink}{Answer ☘}\)

\(angle \: sum \: property \: of \: a \: triangle \\ states \: that \: the \: sum \: of \\ all \: the \: three \: angles \: of \: a \: triangle \: is \\ equal \: to \: 180°\)

therefore~

\(63 + (x + 17) + (4x - 5) = 180° \\ 63 + x + 17 + 4x - 5 = 180° \\ 5x + 75 = 180 \\ 5x = 180° - 75 \\ 5x = 105° \\ x = \frac{105}{5} = 21°\)

therefore the measure of all the angles are..

∠1 = 63°

∠2 = ( x + 17 ) = ( 21 + 17 ) = 38°

∠3 = ( 4x - 5 ) = ( 84 - 5 ) = 79°

hope helpful~

Answer:

First one's exponential, second is quadratic, and third is linear.

Step-by-step explanation:

Hope this helps :)

Please Let me know if I'm somehow wrong, thank you.

If it's right can you mark me brainliest though? I really want to reach the next rank (while being helpful, of course).

The product of two rational numbers can always be written as a fraction. The Option D is correct.

The product of 2 rational numbers can not be written as either irrational or whole number. This is because it will be expressed as the ratio of two integers and the product of two ratios of integers will always result in another ratio of integers.

For example, if we multiply  3/5 & 2/7 (rational numbers), we get (3/5) x (2/7) = 6/35 which is also a rational number. Therefore, the product of two rational numbers will always be a rational number or a fraction.

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The linear equation that describes the pattern in the cost of renting a car is given by:

A linear function is modeled by:

\(y(x) = mx + b\)

In which:

In this problem:

\(c(d) = 34d + b\)

When d = 4, c = 161, and this is used to find b.

\(c(d) = 34d + b\)

\(161 = 34(4) + b\)

\(b = 25\)

Hence, the equation is c = 34d + 25, and option D is correct.

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Answer:

$4.50

Step-by-step explanation:

You would divide 6 by 4 to get 1.5 being $1.50 and then muiltpy it by 3 to get 4.50.

To determine the number of distinct ways two or more experiments can be performed, the multiplication principle can be used.

The multiplication principle is a fundamental counting technique in combinatorics that helps calculate the total number of outcomes for multiple experiments or events. When two or more independent events occur in a sequence, the total number of possible outcomes is the product of the individual outcomes of each event.


1. Identify the number of outcomes for each experiment or event.
2. Apply the multiplication principle by multiplying the number of outcomes for each event together.
For example, suppose you have two experiments: flipping a coin (2 outcomes - heads or tails) and rolling a die (6 outcomes - 1, 2, 3, 4, 5, or 6). To determine the number of distinct ways both experiments can be performed, simply multiply the outcomes of each experiment: 2 outcomes (coin) * 6 outcomes (die) = 12 distinct possible outcomes.

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The part of the statement following "if" is called the antecedent, and the part of the statement following "then" is called the consequent in conditional statements.

The if statement evaluates the test expression inside the parenthesis ().

If the test expression is evaluated to true, statements inside the body of if are executed.

If the test expression is evaluated to false, statements inside the body of if are not executed.

The part of the statement following "if" is called the antecedent, and the part of the statement following "then" is called the consequent in conditional statements.

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In conditional statements, the part of the statement following 'if' is called the antecedent.

The antecedent is the condition that needs to be true for the consequent to occur.

The consequent is the part of the statement that follows 'then.'

An antecedent is a noun or pronoun that denotes a specific being, place, object, or clause.

It's also referred to as a referent. Without an antecedent, a sentence may be insufficient or nonsensical since it is

required to establish what or to whom a pronoun in a sentence is referring.

In summary, a conditional statement is structured as "if (antecedent) then (consequent)."

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9514 1404 393

Answer:

  a) take it back to the author for clarification

  b) use a graphing calculator

  c) mark known points and draw the curve

Step-by-step explanation:

In the normal course of interpreting an algebraic expression, the evaluation of functions generally takes precedence over other operations. Here, that means this should be interpreted as ...

  3·sin(1/2)·(x-1) +5

This is a (somewhat unusual) linear equation. It can be graphed by evaluating it for a couple of different x-values and drawing a line through the result. The first attachment shows a table of values and a graph of the line. (The slope of the line is an irrational value near 1.4382766 ≈ 105/73.)

__

It is common in Algebra studies to look at scaled and shifted versions of different functions. An alternative interpretation of the given expression would locate parentheses so that the sine function argument is clear:

  \(y=3\sin{\left(\dfrac{1}{2}(x-1)\right)}+5\)

This is the equation of a sine function vertically expanded by a factor of 3, vertically shifted by 5 units, horizontally expanded by a factor of 2, and horizontally shifted by 1 unit.

This can be graphed a couple of ways.

Relabel Axes

A way to do it is to draw a sine function (amplitude 1, period 2π, no vertical or horizontal shift), then relabel the axes so the function center-line is at y=5, the peak values are at +3 and -3 from that line, the period is 4π, and the whole graph is shifted right so the first upward center-line crossing is at x=1.

Choose Points

Perhaps an expected way to graph the function is to choose several values for x, find the corresponding y-values, and draw the curve through the points.

Recompute Points

Rather than relabel the axes or choosing random points, you could start with an (x, y) table of sine function values, then "adjust" those values as follows:

  each x-value: multiply by 2 and add 1

  each y-value: multiply by 3 and add 5

Plot the "adjusted" value pairs, and draw a curve through them. See the second attachment for a graph.

__

Comment on graphing

My preference for graphing anything that involves an electronically transmitted result or any detailed calculation is to use "technology". My current preference is a graphing calculator. Spreadsheet programs can also do a decent job of graphing, given enough points to work with.

Answer:

See below

Step-by-step explanation:

You can always plug in x's and solve for y.

Answer:

Her answer is not reasonable. Her average is 83.

Step-by-step explanation:

Add all of her test grades together (96+82+78+76=332)

To find the average, you need to add all test grades she got and then divide the sum by the total number of numbers added (in this case, we added 4 tests together, so we need to divide by 4)

\(\frac{332}{4} =83\)

So she added wrong and forgot to divide by the total number of tests.

Answer:

12

Step-by-step explanation:

Answer:

12

Step-by-step explanation:

don't ask me to explain

Answer:

8 ÷ 2/3 = 1.333333333333

The surface area of the box that Melissa will paint is 24 square units

A cube is a solid figure with 6 faces. The formula for calculating the surface area of the cube is expressed as:

A = 6L^2

where

L is the side length of the cube

Given

L = 2units

Substitute

A = 6(2)^2
A = 6 * 4
A = 24 square units

Hence the surface area of the box that Melissa will paint is 24 square units

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The two cars in relation to each other when they began travelling will be car B was 20 miles east of car A. Then the correct option is A.

The distance covered by the particle or the body in an hour is called speed. It is a scalar quantity. It is the ratio of distance to time.

We know that the speed formula

Speed = Distance/Time

Car A is travelling east at a steady speed of 50 miles per hour.

Then the equation of car A is given as

y = 50x + C

where x be the number of miles and x be the number of hours.

Then we have

After 2 hours, it is 140 miles east of Johns town.

Then we have

y = 50x ..1

Car B is travelling east on the same road. its distance east of Johns town is represented by the graph.

Then the equation of car B will be

y = [(120 - 20) / (2 - 0)]x + 20

y = 50x + 20 ...2

Then the two cars in relation to each other when they began travelling will be car B was 20 miles east of car A.

Then the correct option is A.

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Answer:
Car A was 20 miles east of car B.

Step-by-step explanation:

Answer:

True

Step-by-step explanation:

We need to verify whether 15 and 20 are the correct solution to the rule of "The difference between the 2 number is 5 and the number are in the ratio 3 : 4". Let's see,

First rule → The difference between the 2 numbers is 5

20 - 15 = 5 ⇒ Correct

Second rule → The numbers are in the ratio 3 : 4

15 : 20 ( ÷ 5 to both ratio's ) 3 : 4 ⇒ Correct

Answer:

please see the attached picture for full solution

hope it helps...

Good luck on your assignment..

Answer:

20%, 16%, greater than

Step-by-step explanation:

1/5*100= 20% 250*20%=50 times 1 is picked up.

Ex. Probability: 40/250*100= 16%

Hopes this makes sense!

Answer: Your welcome!

Step-by-step explanation:

The theoretical probability of choosing a card with the number 1 is 20%. The experimental probability of choosing a card with the number 1 is 16%. The theoretical probability is greater than the experimental probability. This is because the theoretical probability is based on the assumption that each card has an equal chance of being chosen, while the experimental probability is based on the actual results of the survey, which showed that 16% of the people chose a card with the number 1.

The slope-intercept equation for the line passing through the points (0, 2) and (5, 4) is y = (2/5)x + 2.

To find the slope-intercept equation for the line passing through the points (0, 2) and (5, 4), we can use the point-slope form of a linear equation:

y - y₁ = m(x - x₁)

Where (x₁, y₁) represents one of the points on the line, and 'm' represents the slope of the line.

Using the points (0, 2) and (5, 4), we can choose either point as (x₁, y₁). Let's use the first point (0, 2).

Plugging in the values:

y - 2 = m(x - 0)

Simplifying further:

y - 2 = mx

Now, we need to find the value of 'm', the slope of the line. The slope is given by the change in y divided by the change in x between the two points:

m = (y₂ - y₁) / (x₂ - x₁)

Using the given points (0, 2) and (5, 4):

m = (4 - 2) / (5 - 0)

m = 2 / 5

Substituting this value back into the equation, we have:

y - 2 = (2/5)x

To convert this to slope-intercept form (y = mx + b), we can rearrange the equation:

y = (2/5)x + 2

Therefore, the slope-intercept equation for the line passing through the points (0, 2) and (5, 4) is y = (2/5)x + 2.

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Answer:

y=-4/3

Step-by-step explanation:

i hope this helps

Answer:

∠ T ≈ 23.6°

Step-by-step explanation:

Using the sine ratio in the right triangle

sin T = \(\frac{opposite}{hypotenuse}\) = \(\frac{SU}{ST}\) = \(\frac{4}{10}\) , thus

∠ T = \(sin^{-1}\) (\(\frac{4}{10}\) ) ≈ 23.6° ( to the nearest tenth )