solve for the variables x and y

Answer: .98 feet

Step-by-step explanation: Took the test

Answer:

.98

Step-by-step explanation:

i took the quiz

Answer:

1

Step-by-step explanation:

Answer:

no y does not

Step-by-step explanation:

the answer is

92,380.98

Answer:

9,2380.98

Step-by-step explanation:

 92345

+00035.98

Answer:

310000000

That’s the answer

Answer:

Option B.

Step-by-step explanation:

The general equation of best fit line is

\(y=ax+b\)

where, a is the slope of best fit line and b is y-intercept.

Using graphing calculator a=-4.54762 and b=43.7143. So equation of best fit line is

\(y=-4.54762x+43.7143\)

Here,

\(Slope=-4.54762\)

\(Slope\approx -4.5\)

Note: In alternate method, you can use the below formula to find slope.

\(m=\dfrac{\overline{x}\cdot \overline{y}-\overline{xy}}{(\overline{x})^2-\overline{x^2}}\)

Therefore, the correct option is B.

Answer:

B: -4.5

Step-by-step explanation:

edg2021

y ≈ -4.548x + 43.714 is the entire equation. So -4.548 or -4.5 is the slope.

Answer: $2.40

Step-by-step explanation: 12/5 = 2.4

The sample consists of 949 elderly people and the population is all elderly people.

A sample is a random group chosen to represent the complete population. Based on the characteristics of the sample, conclusions about the population are drawn in statistical analysis. The complete collection of people or objects of interest is referred to as a population. It is the collection of all components or individuals who share a characteristic, such as all seniors or all depressed individuals. Usually, the sample size is larger than the population size.

According to research, depression considerably raises the risk of dementia in a given situation. Consider the possibility that research of 949 senior people found that 22% of those who experienced depression went on to develop dementia, compared to only 17% of those who did not. As a result, the population is made up entirely of the elderly, and the sample consists of 949 of them.

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x = 6.25The given logarithmic equation is log.(x) + log.(x - 5) = 1Let's first apply the logarithmic product rule to simplify the equation.log.(x) + log.(x - 5) = 1log.

(x(x - 5)) = 1log.(x² - 5x) = 1Now, apply the logarithmic identity, and bring down the exponent.

10¹ = x² -

5x10 = x² - 5xNow, bring the equation to a standard quadratic equation form.x² - 5x - 10 = 0Now, we can solve this quadratic equation using the quadratic formula. But, the quadratic formula involves square roots, which involves ± sign. So, we need to check both answers to see which one satisfies the original equation.x = [-(-5) ± √((-5)² - 4(1)(-10))] / 2(1)

x = [5 ± √(25 + 40)] /

2x = [5 ± √65] / 2So, we get two answers: x = [5 + √65] / 2 and x = [5 - √65] / 2.

Both of these answers satisfy the quadratic equation. But, we need to check which answer satisfies the original equation. Checking the first answer, we get ,log.(x) + log.(x - 5) = 1log.([5 + √65] / 2) + log.([5 + √65] / 2 - 5) = 1log.([5 + √65] / 2) + log.

([-5 + √65] / 2) = 1log.

([5 + √65] / 2 *

[-5 + √65] /

2) = 1log.

(-10 / 4) = 1This is not possible as the logarithm of a negative number is not defined.

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Answer:

x = 5

Step-by-step explanation:

If I understood correctly, you are looking for x. you bring over the 9, which you subtract and are left with 14x=70. Then divide both sides by 14 and you get x=5. Also I'd recommend getting the Symbolab app.

Step-by-step explanation:

Radicals and fractional exponents are alternate ways of expressing the same thing. ... These examples help us model a relationship between radicals and rational ... Problem. Write as an expression with a rational exponent. The radical form can be ... Change the expression with the rational exponent back to radical form.  

Answer:

r² = (9 - 4)² + (6 - 4)² = 5² + 2² = 25 + 4 = 29

So the equation of this circle is

(x - 4)² + (y - 4)² = 29

Answer:

Step-by-step explanation:

mid point=((7-1)/2,(-1+5)/2)=(3,2)

Answer:

(3,2)

Step-by-step explanation:

The formula for midpoint is

(x1+x2/2, y1+y2/2)

Now, let's plug the numbers in.

(7-1/2, -1+5/2)

Now just simplify!

(3,2)

Step-by-step explanation:

Scale factor of DEF : ABC = 5 : 15 = 1 : 3.

Hence perimeter of ABC = 12ft * 3 = 36ft.

In order to determine the exact nature of the distribution, Professor X would need to analyze the data in more detail, for example, by creating a histogram or other visual representation of the grades, and conducting statistical tests to determine the nature of the distribution.

If Professor X finds that the grades on the first exam for their statistics class either did really well or really poorly, it suggests that the distribution of grades is bi-modal, meaning there are two distinct peaks in the distribution. This means that some students did very well on the exam and scored high grades, while others did very poorly and scored low grades, with very few students scoring grades in between these two groups.

A bi-modal distribution is not a common occurrence in a typical exam setting, as most exams tend to have a normal or bell-shaped distribution with a single peak, where the majority of students score around the average or mean grade. The bi-modal distribution found by Professor X could be due to a variety of factors, such as students having widely differing levels of prior knowledge, or students' varying levels of preparation for the exam.

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The df value for inference about the slope in a regression analysis with n observations is n-2.

In a regression analysis, we use data from n observations to estimate the relationship between two variables. The df, or degrees of freedom, is the number of values in the final calculation that are free to vary. In simple linear regression, we estimate two parameters: the intercept and the slope.

Therefore, when calculating the df for inference about the slope, we subtract the two estimated parameters from the total number of observations (n). So, the df value for the slope is n-2. This is important because it impacts the test statistic and the confidence intervals for the slope in our regression analysis.

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If an investigator reports that main effects exist for both factors, it implies nothing whatsoever about the presence or absence of an interaction.

The presence of main effects for both factors indicates that each factor individually has a significant impact on the outcome variable. A main effect refers to the effect of a single independent variable while ignoring the other independent variables.

However, the presence of main effects does not provide any information about how the factors interact with each other.

An interaction occurs when the effect of one independent variable on the outcome variable depends on the level of another independent variable.

In other words, the combined effect of the factors is different from the sum of their individual effects.

To determine if an interaction is present, it is necessary to analyze the data and specifically test for the interaction effect.

This can be done through various statistical techniques, such as conducting an analysis of variance (ANOVA) with interaction terms or fitting a regression model with interaction terms and examining their significance.

Therefore, reporting main effects for both factors does not imply anything about the presence or absence of an interaction. Additional analysis and testing are required to draw conclusions about the existence of an interaction effect.

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The probability that the second dice lands on an even number given that the first one landed on an odd number is 1/2 or 0.5.

Step-by-Step Explanation:Let A be the event that the first dice rolls an odd number, and let B be the event that the second dice rolls an even number. We want to find P(B|A), which is the probability of B given A. This can be found using the formula:P(B|A) = P(A and B) / P(A) We know that P(A) = 1/2, as half the numbers on a six-sided dice are odd.

To find P(A and B), we need to find the probability that both dice roll the desired numbers simultaneously. Since we know that the first dice rolled an odd number, only half of the numbers are possible for the second dice to be even. Therefore, P(A and B) = 1/2 x 1/2 = 1/4. So:P(B|A) = P(A and B) / P(A) = (1/4) / (1/2) = 1/2 or 0.5. Therefore, the probability that the second dice lands on an even number given that the first one landed on an odd number is 1/2 or 0.5.

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Answer:

Step-by-step explanation:

Given:

The equation we need:

Solve to find the number of days:

Tyler's Initial amount = $ 4.50

He adds every day = $ 1.50

The final amount will be = $ 30.00

The number of days is = x

In mathematical expression,

→ 4.50 + 1.50x = 30

Now we have to,

→ find out how many days it will take for Tyler to save $ 30.00?

Let's solve the equation,

→ 4.50 + 1.50x = 30

→ 1.50x = 30 - 4.50

→ 1.50x = 25.50

→ x = 25.50/1.50

→ [ x = 17 ]

Hence, it will take 17 days to save $ 30.

Answer:

Ex of Linear Equation Of Both Sides

7x+8=3x+12

Step-by-step explanation:

The area under the curve to the right of 64 is 0.2514.

To find the area under the curve to the right of 64 in a normal distribution with mean μ = 60 and standard deviation σ = 6, follow these steps:

1. Calculate the z-score: z = (x - μ) / σ, where x = 64.
  z = (64 - 60) / 6
  z = 4 / 6
  z ≈ 0.67

2. Use a z-table or calculator to find the area to the left of z = 0.67.
  The area to the left of z = 0.67 is approximately 0.7486.

3. Subtract the area to the left from 1 to find the area to the right of z = 0.67.
  Area to the right = 1 - 0.7486
  Area to the right ≈ 0.2514

So, the area under the curve to the right of 64 in this normal distribution is approximately 0.2514.

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Answer:

\(m^{21}\)

Step-by-step explanation:

\((\frac{m^{13} }{m^{20}})^{-3} = (\frac{1}{m^7})^{-3}=(m^{-7})^{-3}=m^{(-7)*(-3)}=m^{21}\)

Answer:

Step-by-step explanation:

A certain discrete mathematics class consists of 26 26 students. of these, 15 15 plan to major in mathematics and 15 15 plan to major in computer science. five students are not planning to major in either subject. 5 students are planning to major in both subjects.

Let M be the set of students planning to major in mathematics.

C be the set of students planning to major in computer science.

N be the set of students who are not planning to major in either subject.

From the question statement,

Total number of students in the class = 26

The number of students planning to major in mathematics = 15

The number of students planning to major in computer science = 15

The number of students who are not planning to major in either subject = 5

Here we have to find the,

Number of students planning to major in both subjects.

Total number of students in the class = Number of students in the set M + Number of students in the set C + Number of students in the set N

The total area enclosed by the circles represents the total population being considered.

The area enclosed by each circle represents the number of people who belong to that set only. The area enclosed by the intersection of the circles represents the number of people who belong to both sets.

Number of students in M only = 10

Number of students in C only = 10

Number of students in N only = 5

Total number of students in the class = 26.

We can summarize our findings in a table as shown below:
Set Notation Number of students M 15 C 15 N 5 M ∩ C x M' ∩ C' ∩ N 0 Total 26
The total number of students in the class = 26

Therefore, the number of students in M ∩ C is 5.

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Part A: An open circle on a number line represents an excluded value, indicating that the endpoint is not included in the solution set of the inequality. It is used when the inequality includes the symbols < (less than) or > (greater than), which denote strict inequality.

Part B: A closed circle on a number line represents an included value, indicating that the endpoint is part of the solution set of the inequality. It is used when the inequality includes the symbols ≤ (less than or equal to) or ≥ (greater than or equal to), which denote inclusive inequality.

Part C: The shading on the number line represents the range of values that satisfy the given inequality. It indicates which values make the inequality true. Typically, the shading is done to the right or left of the circle(s) depending on whether the inequality is greater than or less than.

Part A:

For example, if we have the inequality x > 2, we would represent it with an open circle at 2 on the number line. This means that 2 itself is not a valid solution, but any value greater than 2 is included.

Part B:

For example, if we have the inequality x ≥ -3, we would represent it with a closed circle at -3 on the number line. This means that -3 itself is a valid solution, as well as any value greater than or equal to -3.

Part C:

For example, if we have the inequality x > 2, we would shade the portion of the number line to the right of the open circle at 2. The shaded region represents all the values greater than 2 that satisfy the inequality. The shading visually illustrates the solution set and helps identify the range of valid values for the variable in the given inequality.

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The equation of the circle C is x² + y² = 80 when it passes through the tangent points (-20, 0) and (0, 10).

Equation of circle:

Equation of the circle refer the position of a circle on a cartesian plane.

Given,

C is a circle with center the origin.

A tangent to C passes through the points (-20, 0) and (0, 10)

Here we need to find the equation of the circle C.

In order to find the equation of our line:

We have to identify the y-intercept which is (0,10).

Now, we need to find the gradient of our line which is:

Than can be calculated by,

=> (10 - 0) / (0- (-20))

=>  10/20 = 0.5

Now, the equation of our line is written as,

y = 0.5x + 10

But, here we know the center of our circle is the origin:

Which is in the following form:

=> x² + y² = r²

where r refers the radius

So, here we need the line to meet our circle at one point, we can substitute the equation for our straight line in for y.

Then the equation of the circle is written as,

=> x² + (0.5x + 10)² = r²

When we simplify it, then we get,

=> x² + (0.5x + 10)(0.5x + 10) = r²

Now, we can expand and simplify the brackets to leave us with:

=> 1.25x² + 10x + 100 = r²

=> 1.25x² + 10x + 100 - r² = 0

Here we know that this is a tangent and so it only meets the circle at one point.

So, this equation should only have one solution.

Then it can be written as,

=> b² - 4ac = 0

=> 10² - 4(1.25)(100 - r²) = 0

When we simplify this one then we get the value of

=> r² = 90

Therefore the equation of the circle is x^2 + y^2 = 80.

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Answer:

(2, 0) and (6, 0)

Step-by-step explanation:

\(y = x^2 - 8 x + 12\)

To get the x intersept put y = 0

\(x^2 - 8 x + 12 = 0 \\\\x^2 - 6 x - 2 x + 12 = 0 \\\\x(x- 6) - 2(x - 6) = 0 \\\\(x - 2) (x - 6) = 0 \\\\x = 2 and x = 6\)

So, the intersepts are

(2, 0) and (6, 0)