Please help! Please don't answer if you don't know!​

Answer:

C. y = -x

Step-by-step explanation:

the slope is -1 so in the formula y= mx + b

b is 0 and m is -1

so plug it in and you get y = -x

To use the splitpts function in Matlab, you will first need to define two sets of points with different arrays for each set. Then, you can use the syntax newSetOfPoints = splitpts(originalSetOfPoints) to split the original set of points into two new sets.

The "splitpts" function in MATLAB is used to split a set of points into two sets based on a specified split point. Here are the steps to use this function:

1. Define the set of points you want to split. For example:
```
points = [1 2 3 4 5 6 7 8 9 10];
```

2. Specify the split point. This can be any number between the minimum and maximum values of the set of points. For example:
```
splitPoint = 5;
```

3. Use the "splitpts" function to split the set of points into two sets. The first set will contain all the points less than or equal to the split point, and the second set will contain all the points greater than the split point. For example:
```
[set1, set2] = splitpts(points, splitPoint);
```

4. The resulting sets will be stored in the variables "set1" and "set2". You can display these sets using the "disp" function:
```
disp(set1);
disp(set2);
```

The output will be:
```
1 2 3 4 5
6 7 8 9 10
```

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If the test statistic ends up being negative the sample statistic is smaller than the claimed population parameter that is option a.

In hypothesis testing, the test statistic measures how many standard errors the sample statistic is away from the hypothesized population parameter under the null hypothesis. A negative test statistic indicates that the sample statistic is smaller than the claimed population parameter, which means that the observed effect is in the opposite direction of what was expected under the null hypothesis.

Therefore, if the test statistic ends up being negative, we can conclude that the sample statistic is smaller than the claimed population parameter. This suggests that there may be a significant difference between the sample and population, which could be due to factors such as sampling error or a true difference in the population.

Options a, b, and c are not correct because the sample size, sample statistic, and probability value do not determine the sign of the test statistic. Option e is not necessarily true because a negative test statistic does not always lead to rejection of the null hypothesis; it depends on the significance level and the directionality of the test.

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Answer

I don’t know

Step-by-step explanation:

Answer:

C

Step-by-step explanation:

Answer:

7 days

Step-by-step explanation:

We need to find bracelets per day.

1 day 2 days

5 bracelets 10 bracelets

since we know how many bracelets she can make per day, all we have to do is divide 35 by 5.

to get 7 days.

The tuition, school supplies, and boarding/housing for the expenses can student aid cover.

The process of making choice is by identifying the correct decision, gathering information, and assessing alternative solutions.

The following expenses can student aid cover.

A.  Tuition - A student aid cover can be utilized to promote the tuition.

B.  Television - There is no use of the student aid cover for selling the TV.

C.  School supplies - We can use the face of the topper on the school supplies to promote schooling.

D.  Parties and socializing - There is no need for student aid cover for parties and socializing.

E.  Boarding or housing - We can use student aid cover to promote the hostel for the student.

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Answer:

y = 2x + 1

Step-by-step explanation:

→ Find the gradient of this line

2

→ Write in standard format

y = 2x + c

→ Substitute in ( 0 , 1 )

1 = 0 + c ⇒ c = 1

Answer: y = 2(x + 2)² - 5

Step-by-step explanation:

          We are going to use the completing the square method to transform this quadratic equation from standard form to vertex form.

Given:

     y = 2x² + 8x + 3

Factor the 2 out of the first two terms:

     y = 2(x² + 4x) + 3

Add and subtract \(\frac{b}{2} ^2\):

     y = 2(x² + 4x + 4 - 4) + 3

Distribute the 2 into -4 and combine with the 3:

     y = 2(x² + 4x + 4) - 5

Factor (x² + 4x + 4):

     y = 2(x + 2)² - 5

Answer:

Step-by-step explanation:

Let M be the number of men donors and W the number of women donors.

We are told that M + W => 217  {"They noticed on Saturday that more than 217 people donated money."]

The total donations of no more than $3,702 consists of Men:  ($16)M and Women:  ($18)W

This makes the following equation:

18W + 16M <= 3702  ["no more than $3,702 was donated"]

The two equations are:

18W + 16M <= 3702, and

M + W => 217

=====

Extra credit:

To find the number of men and women donors, let's assume the equations are correct without the inequality signs.

Rearrange:

M + W => 217

M = 217-W

Now use this definition of M in the second equation:

18W + 16(217-W) = 3702

'

Solve for W:  W = 115:  There were 115 women donors at $18 each:  $207.

That means 217 - 115 or 102 men at $16 each:  &1632

Total donations of $3702

Answer:

18 miles= how many feet

____95,040_____feet

Step-by-step explanation:

happy to help ya:)

Answer:

4.81 m

Step-by-step explanation:

area of Equilateral triangle with side length a : area = (√3/4) a²

10 = (√3/4) a²

a² = 40√3 / 3 = 23.09

a = 4.81 m

if you are in Trigonometry: h/a = sin 60°

h = (√3 / 2) a

Answer:

The correct answer is C.

Step-by-step explanation:

C. ✓ No, the Large Counts condition is not met.

Answer:

w > -3

Step-by-step explanation:

ANSWER :

EB = 9

EXPLANATION :

Note that if two chords have the same prependicular distance from the radius, then the chords are congruent.

The chord will be bisected into two equal parts.

If CD = 18, then AB is also 18.

and EB is AB/2 = 18/2 = 9

Answer:

the third option is the answer, y= 1/4x-1

Step-by-step explanation:

graph line in standard form:

\(y = mx + c\)

where m = slope and c = y-intercept

1) find the slope

slope formula:

\( \frac{y2 - y1}{x2 - x1} \)

use the two coordinates given in the graph

i/ (0,-1)

x1 = 0

y1 = -1

ii/ (4,0)

x2 = 4

y2 = 0

substitute the values into the formula

\( \frac{y2 - y1}{x2 - x1} \)

\( \frac{0 - ( - 1)}{4 - 0} \)

\( \frac{1}{4} \)

thus, m = 1/4

2) find the y-intercept

* y-intercept is the value of y that cuts through the y-axis

based on the graph, the y-intercept is -1

thus, c = -1

3) substitute the value of m and c into the standard form formula

\(y = mx + c\)

\(y = \frac{1}{4} x - 1\)

Answer:

C.

Step-by-step explanation:

You are multiplying $7 by c calculators.

Answer:  y = -x - 4

Step-by-step explanation:

A perpendicular line has a slope that is the negative inverse of the reference line, which is y = x-12.  The slope here is 1, so the negative inverse would be -1/1, or -1.  The perpendicular line would therefore be:

y = -1x + b

We can find b by using the given point (3,-7) as a solution:

y = -1x + b

-7 = -1*3 + b

b = - 4

The equation is therefore   y = -x - 4

We can see that the statement is not always true for any vectors u and v in V3.

The statement is not always true.

The cross product of vectors u and v in V3 is a vector that is orthogonal to both u and v. That is,

u x v ⊥ u and u x v ⊥ v

However, this does not necessarily mean that (u x v) * u = 0 for all u and v in V3.

For example, let u = <1, 0, 0> and v = <0, 1, 0>. Then,

u x v = <0, 0, 1>

(u x v) * u = <0, 0, 1> * <1, 0, 0> = 0

So in this case, the statement is true. However, consider the vectors u = <1, 1, 0> and v = <0, 1, 1>. Then,

u x v = <1, -1, 1>

(u x v) * u = <1, -1, 1> * <1, 1, 0> = 0

So in this case, the statement is also true. However, if we take the vector u = <1, 0, 0> and v = <0, 0, 1>, then

u x v = <0, 1, 0>

(u x v) * u = <0, 1, 0> * <1, 0, 0> = 0

So in this case, the statement is true as well.

However, if we take the vector u = <1, 1, 1> and v = <0, 1, 0>, then

u x v = <1, 0, 1>

(u x v) * u = <1, 0, 1> * <1, 1, 1> = 2

So in this case, the statement is not true.

Therefore, we can see that the statement is not always true for any vectors u and v in V3.

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Answer:

I'm confused on what it's asking

Step-by-step explanation:

Answer:

Yellow is the answer

Step-by-step explanation:

Answer: r - 3.5 <= 10    

Step-by-step explanation:

-12 - 3.5 = -15.5
-15.5 <= 10

The objective function and/or the constraints are not linear functions of the decision variables.

Nonlinear models are mathematical models in which the objective function and/or the constraints are not linear functions of the decision variables. Nonlinear models cannot be solved using classical optimization techniques. Instead, numerical methods must be used. In a nonlinear model, the solution will not be unique. The solution will depend on the initial values chosen for the decision variables.

Nonlinear models can be formulated as either unconstrained or constrained. In an unconstrained nonlinear model, there are no constraints on the decision variables. In a constrained nonlinear model, there are constraints on the decision variables. Nonlinear programming is used to solve nonlinear models. Nonlinear programming involves the use of numerical methods to find a solution to a nonlinear optimization problem. Nonlinear models are used in many different areas, including engineering, economics, physics, and biology.

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To find the percentage of students who scored lower than 320 on a standardized test with a mean of 400 and a standard deviation of 100, we can use the normal distribution.

The normal distribution is a symmetric bell-shaped distribution that is commonly used to model various phenomena. In this case, since the scores on the standardized test are normally distributed, we can use the properties of the normal distribution to determine the percentage of students who scored lower than a specific score.

To calculate this percentage, we need to standardize the score of 320 using the formula z = (x - μ) / σ, where x is the given score, μ is the mean, and σ is the standard deviation. Substituting the values, we have \(z = (320 - 400) / 100 = -0.8\).

Next, we can use a standard normal distribution table or statistical software to find the corresponding area under the curve to the left of \(z = -0.8\). This area represents the percentage of students who scored lower than 320.

Consulting the standard normal distribution table or using a calculator, we find that the area to the left of \(z = -0.8\) is approximately 0.2119, or 21.19%. Therefore, approximately 21.19% of students scored lower than 320 on the standardized test.

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Answer: (7,11)

Step-by-step explanation:

Step-by-step explanation:

\(standrad \: from \: y = \frac{2}{9} x {}^{2} - 3\)

\(vertex \: from \: y = \frac{2}{9} x {}^{2} - 3 \)

As a result, the following calculation can be used to determine c, the game's price before taxes , and c has a value of 59.95.

A mathematical assertion that demonstrates the equality of two statements is called an equation. Mathematical operations like addition, subtraction, multiplication, and division may be used, and it typically includes one or more variables. Example: The equation 3x + 5 = 14 demonstrates that the product of three times the x and five is equivalent to fourteen. Find the number of x that causes the equation to hold true in order to solve the equation.

given

Let's write c for the video game's price before taxes.

We are aware that the entire cost of the video game, with taxes included, is $63.43. Additionally, we are aware that the fee is $3.48.

We can therefore construct the following equation:

c + 3.48 = 63.43

We can take 3.48 away from both sides and separate c on one side as follows:

c + 3.48 - 3.48 = 63.43 - 3.48

c = 59.95

As a result, the following calculation can be used to determine c, the game's price before taxes , and c has a value of 59.95.

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Answer

5

All you need to know to solve this problem is the pythogorean theorem. If you draw an imaginary line to make a triangle and a rectangle, you already know the height is 4. To find the base, you know that the bottom length is 9 and the top is 6 so 9-6 =3, which is the length of only the left side of the imaginary line.

So 4^2 + 3^2 = c^2

25 = c^ 2

5 = c

Hope that helps!

Answer:

f=3

Step-by-step explanation:

its basically telling u that x=5 so u replace x with 5

Answer:

y = -3x - 4

Step-by-step explanation:

Find the slope.

y2-y1/x2-x1

-9/3 = -3

-3 is the slope. You know the y-intercept is -4 since (0, -4) is a point. The y-intercept is the value of y where x = 0.

So if you know the slope is -3 and the y-intercept is -4, plug it into slope-intercept form.

y = mx+b

y = -3x - 4