What does it mean when A is confounded with BC? a) A is contributed to the result b) BC is contributed to the result c) The computed coefficients are related to the sum of the two individual effects.

Answer:

slope(m)=-1

Step-by-step explanation:

let the point (8,8) and (12,12) be (\(x_{1}\),\(y_{1}\)) and (\(x_{2} , y_{2}\))

slope of point(\(m_{1}\))=\(\frac{y_{2}-y_{1} }{x_{2} -x_{1} }\)

                             =(12-8)/(12-8)

                            =1

let the slope of perpendicular line to given point be \(m_{2}\)

now ,

    \(m_{1} m_{2}\)=-1

  so \(m_{2}\)=-1

The number line highlighted such that  all the numbers that can be values of x so |x| < 7 is attached accordingly.

A number line is a graphic depiction of numbers on a straight line in mathematics. A number line has numbers that are consecutively set at identical distances throughout its span. It may be stretched in any direction indefinitely and is commonly depicted horizontally.

Number lines are significant because they show numbers in context. Primarily because they allowed negative numbers to be expressed in a meaningful fashion.

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Answer:

the first one is 6^10

the 2nd one is also 6^10

Step-by-step explanation:

Answer:

\(6^{10}\)

Step-by-step explanation:

Any number to the power of zero becomes 1. Any number times 1 is itself.

Answer:

This question is unanwserable without the "Spider Tool" If you would like to revise it i'd be happy to help

Step-by-step explanation:

But the units are degrees

Answer:

(–3, –2)

Step-by-step explanation:

A linear equation is an equation in the form y = mx + b, where m is the slope of the line and b is the y intercept.

Equation A is represented by the points:

x:    -5      -2        0          1

y:    -4       -1         1           2

Equation A can be gotten by picking any two pair of points. Let us use (-5, -4) and (0, 1). We use this formula:

\(y- y_1=\frac{y_2-y_1}{x_2-x_1}(x-x_1)\\\\y-(-4)=\frac{1-(-4)}{0-(-5)} (x-(-5))\\\\y +4=x+5\\\\y=x+1\)

Equation B is represented by the points:

x:    -6      -3        3          6

y:    -4       -2         2          4

Equation B can be gotten by picking any two pair of points. Let us use (-6, -4) and (3, 2). We use this formula:

\(y- y_1=\frac{y_2-y_1}{x_2-x_1}(x-x_1)\\\\y-(-4)=\frac{2-(-4)}{3-(-5)} (x-(-6))\\\\y +4=\frac{2}{3}( x+6)\\\\y+4=\frac{2}{3} x+4\\\\y=\frac{2}{3}x\)

The solution to the system of equations is gotten by solving y = x + 1 and y = (2/3)x simultaneously.

Substitute y = (2/3)x in y = x + 1:

(2/3)x = x + 1

2x = 3x + 3

x = -3

Put x = -3 in y = (2/3)x

y = (2/3) (-3) = -2

Hence (-3, -2) is the solution

Answer:

(-3,-2)

Step-by-step explanation:

Answer:16

Step-by-step explanation:

Answer:

Step-by-step explanation:

x1 + x2 divided by 2

y1 + y2 divided by 2

-3 + 4 is 1/2

-4 + 4 is 0

(0.5,0)

i could be wrong but i did it in my head , but the equation is right . just do that in order

Answer:

( 0.5, - 1 )

Step-by-step explanation:

So here is the equation:

x2 + x1 / 2 For the x coordinate

y2 + y1 / 2 For the y coordinate

x2 is 4 and x 1 is -3 whilst y2 is 2 and y1 is -4.

Thus:

4 + -3 / 2 = 0.5 x coordinate

2 + -4 / 2 = -1 y coordinate

So it becomes (0.5, -1)

HOPE THIS HELPED

Step-by-step explanation:

the y intercept is found by equating X to 0

hence, y = 3

answer is: (0,3)

Answer:

0.83

Step-by-step explanation:

Probability (E) :

⇒ Outcomes having a result of E / Total no. of outcomes

===============================================================

Solving :

⇒ Outcomes (not E) = 6 - 1 = 5

⇒ Total outcomes = 6

⇒ P (not 3) = 5/6

⇒ P (not 3) = 0.83

Answer:

A. -259

B. inverse function is 1/2 √(-x-3)

Step-by-step explanation:

Here, we want to find f(8)

Simply substitute x = 8 in the equation.

The equation is

f(x) = -4x^2 -3

So f(8) = -4(8)^2-3

f(8) = -256-3

f(8) = -259

Inverse of f(x) = -4x^2 -3

Simply equate this to m

m = -4x^2-3

-4x^2 = m + 3

x^2 = (m + 3)/-4

x^2 = -m/4 -3/4

x = √(-m-3)/4

x = 1/2√(-m-3)

Put back the value of x for m

x = 1/2 √(-x-3)

The cournot theory of oligopoly is based on the assumption that each firm believes that rivals will keep their output constant if it changes its output.

The Cournot theory of oligopoly is an economic model that analyzes the behavior of firms in an oligopolistic market structure. It is named after the French economist Antoine Augustin Cournot.

In the Cournot model, each firm in the market assumes that its rivals will keep their output constant if it changes its own output. This assumption is based on the idea that firms make strategic decisions regarding their production levels, taking into account the likely responses of their competitors.

Under the Cournot model, firms choose their output levels simultaneously, considering the current market conditions and their expectations of how their competitors will react. Each firm acts as a quantity-setter, determining its production quantity based on its own cost structure, market demand, and beliefs about how its rivals will behave.

The assumption that rivals will keep their output constant if one firm changes its output is a simplification used in the Cournot model. It implies that firms do not engage in immediate or aggressive reactions to changes in their competitors' output levels. Instead, they make decisions based on the expectation that their rivals' production decisions will remain unchanged.

By making these assumptions, the Cournot model allows economists to analyze the equilibrium outcomes and market shares that arise in oligopolistic markets. It provides insights into how firms' interdependent behavior affects prices, quantities, and overall market outcomes.

It is important to note that the Cournot model is a simplified representation of real-world oligopoly markets, and the actual behavior of firms may deviate from these assumptions. Nonetheless, the model serves as a useful tool for understanding strategic interactions among firms in oligopolistic industries.

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Ordered pair (0, 6) and  (2, 7)  satisfy both inequalities in the system and are solutions to the system.

To identify the graph that represents the given system of inequalities y > x + 5 and y ≥ 2x + 3, we need to graph the individual inequalities and find the region where they overlap.

When we plot the graph of inequality separately:

    2. y ≥ 2x + 3:

The overlapping shaded region represents the solution to the system of inequalities.

To find two ordered pairs that are solutions to the system, we can choose any points within the overlapping region. Let's select two points:

Ordered pair 1: (0, 6)

Ordered pair 2: (2, 7)

These two points satisfy both inequalities in the system and are solutions to the system.

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The correct question is given below -

Identify the graph that represents the given system of inequalities. Also identify two ordered pairs that are solutions to the system.

y > x + 5

y ≥ 2x + 3

Step-by-step explanation:

3³⁸ - 3³⁷

= 3³⁷(3 - 1)

= 2 * 3³⁷

= 2 / [3^(-37)].

Hence x = -37.

According to the distance formula, the length of AB is 10

Distance formula:

The standard formula to find the distance between the two points is usually given by

d=√((x2 – x1)² + (y2 – y1)²).

Where this formula is used to find the distance between any two points on a coordinate plane or x-y plane.

Given,

Here we have the points A(-12, 4) and B(-6,12).

Now, we have to find the length of AB.

Let us consider the point (x1, y1) as (-12, 4) and (x2, y2) as (-6, 12).

Now, we have to apply these values on the formula in order to find the value of length,

So,

=> d = √((-6 – (-12))² + (12 – 4)²).

When we simplify this one , then we get,

=> d = √((-6)² + (8)²).

=> d = √(36 + 64).

=> d = √100

When we take the square for this value then we get the length as,

=> d = 10.

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Answer:

why shoulds i answer them?

Step-by-step explanation:

Okay okay fine i will answer them just add me first!

Step-by-step explanation:

the formula for finding curved surface area of the cone is is pi ×r ×l

The comparison of two quantities with different units is called a ratio and proportion. A ratio that specifically compares two quantities measured in different units.

Comparing amounts is done using a ratio. A ratio demonstrates how many times one amount fits inside another or how much larger one amount is than another.

If I need to mix some cement, I would add two parts cement to four parts sand. The two numbers are both portions of the entire. Hence, the 2:4 ratio (6 parts in total). The written version is crucial; 4:2 would produce a different blend.

Ratios are expressed in their most basic form. There are five green and fifteen red dots in the figure on the right. The ratio is 15:5, but like with fractions, this can be boiled down to its most basic form.

If you look at the relationship between the numbers 15:5 as is 3:1, you can see that 3 is multiplied by 5 to obtain 15 and that 1 is multiplied by 1 to get 5. The ratio, as we can see in the image, is also 3:1.

Therefore,

The comparison of two quantities with different units is called a ratio and proportion. A ratio that specifically compares two quantities measured in different units.

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Answer:

Step-by-step explanation:

??? do you need help or is this free points?

Answer:

Step-by-step explanation:

1) Real number : Represent and use in variety of terms

  Figure K

2). Proportional and non proportional : Slope

  Figure H

3). Proportional and non proportional : concepts of function

  Figure D

4). Multiple representations: stimulus linear equations

  Figure C

5). Proportional and non proportional: Dilation

  Figure J

6). Geometry : Transformational concepts

  Figure B

7). Geometry : Solve problems surface area

  Figure A

8). Geometry : Formula Pythagoras problems

  Figure L

9). Geometry : Solve problems volume

  Figure F

10). Statistical procedures : Describe data correlations

  Figure I

11). Economic thinking : consumer and investor problems

  Figure G

12). One-variable equations/ inequality : problem solutions

  Figure E

Answer:adult=379, student=725

Step-by-step explanation:

Given

Total tickets sold for $2620

total  no of tickets 1104

The cost of an adult ticket is $5

The cost of a student ticket is $1

Suppose there are x adults and y students

So, we can write

\(\Rightarrow x+y=1104\quad \ldots(i)\\\Rightarrow 5x+y=2620\quad \ldots(ii)\)

Put the value of y from (i) into (ii)

\(\Rightarrow 5x+1104-x=2620\\\Rightarrow 4x=1516\\\Rightarrow x=379\)

Similarly, \(y=1104-379=725\)

The rate of change of the radius of a circle when the area is 12m² is -0.1629 m/s. This means that the radius is decreasing at a rate of 0.1629 meters per second. The rate of change of the radius of a circle is equal to the negative of the rate of change of the area divided by 2πr.

In this case, the rate of change of the area is given as 2m²/sec, and the current area is 12m². So, the rate of change of the radius is equal to:

-2/(2π*12) = -0.1629 m/s

This means that the radius is decreasing at a rate of 0.1629 meters per second.

The negative sign indicates that the radius is decreasing. This is because the area of the circle is decreasing, so the radius must also be decreasing in order to keep the area constant.

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Answer:

8.57

Step-by-step explanation:

Hope it helps.......

Answer:

x = 8.57

Step-by-step explanation:

Hi! So first of all, I attached an image that has my best visual explanation of how the 2 triangles overlap but are indeed two separate triangles!

Since the question states that the triangles are similar, that basically means in simple terms that their sides are proportional or, are all based on the same fraction (proportion)! (An example of this is the triangles with the sides that correlate [in this problem, 11 to 7] would be 1 to 2, 3 to 6, and 4 to 8)

Now, we have to figure out which of our sides correspond, the first one being 11 to 7, and the second one being x + 15 (which I got by adding the small portion I have from the big triangle, and the portion I have from the smaller triangle together because the small triangle is inside of the big one!) to 15.

Next, I have to find out what x is based on the fraction (proportion) I already have which is 11 to 7 or \(\frac{11}{7}\). Then, I compare this by setting this proportion equal to are other proportion with x in it!

\(\frac{11}{7} = \frac{x+15}{15}\)

Finally, I have to get x by itself to find what it is equal to, which you can see in the image! (If you have a number in the denominator and a variable in the numerator, and a regular number or fraction without a variable on the other side, you can just multiply both sides by the number in the denominator to cancel out the bottom of said variable fraction!)

So! X is equal to 8.57!

Hope this Helps! :)

Have any questions? Ask below in the comments and I will try my best to answer.

-SGO

Answer:

$28

Step-by-step explanation:

\(22 + x - 12 = 38\)

\(x + 1 0 = 38\)

\(x = 28\)

Answer:

<A obtuse

<B acute

<C obtuse

<D right

Step-by-step explanation:

Answer:

y=5/3x+8

Step-by-step explanation:

Find the slope of the line using the slope formula:

-2-(3)/-6-(-3) = -5/-3 = 5/3

Continue the line: if you keep going 3 more points to the left, the line will rise 5 points, shown by rise/run. Therefore the y-intercept is 8.

Write in y=mx+b form to get

y=5/3x+8

Answer:

0.25x + y = 12

Step-by-step explanation:

I am hoping that these steps will be self-explanatory, as I am not quite sure how to explain writing an equation:

0.25x + y = 12

Hope this helps :)

The statement "If a function is differentiable, then it is continuous" is generally true. In summary, if a function is differentiable at a point, it must also be continuous at that point.

Differentiability is a stronger condition than continuity. If a function is differentiable at a point, it means that it has a derivative at that point, indicating the existence of a well-defined tangent line.

A key property of differentiability is that it implies continuity. In other words, if a function is differentiable at a point, it must also be continuous at that point.

On the other hand, a function can be continuous without being differentiable. Continuous functions have no abrupt jumps, holes, or vertical asymptotes in their graphs. However, they may have corners, cusps, or vertical tangents, which prevent them from being differentiable at those points. Therefore, while differentiability guarantees continuity, continuity does not necessarily imply differentiability.

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Complete question - Write the conserve and contrapositive of the following statement- "If a function is differentiable then it is continuous."

Here are the polynomials that satisfy the given conditions:a. Polynomial of lowest degree with zeros of multiplicity 2 and multiplicity 1 and with f(0) = 15To create a polynomial of degree two with a zero of multiplicity 2 and another zero of multiplicity 1, we must have a quadratic of the following form:(x - a)(x - a)b = x^2 - (2a) x + a^2.

We should have another factor of the form (x - b), so the quadratic can be multiplied by this linear factor, giving a cubic function:f(x) = k(x - a)^2 (x - b)We are told that the function passes through the point (0, 15), so we can use this information to figure out the value of k. f(0) = 15k(a)(-b) = 15Then the cubic polynomial with zeros of multiplicity 2 and 1 and with f(0) = 15 is: f(x) = 5x^3 - 25x^2 + 0x + 0b. Polynomial of lowest degree with zeros of -2 (multiplicity 1), 3 (multiplicity 2), and with f(0) = -54 . Similar to the first case, let us create a quadratic first: (x + 2)(x - 3)^2Then multiplying the quadratic by (x - b).

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