what is (6x-1 ) divided by 3

Answer:

It must be less than 180º.

Step-by-step explanation:

A triangle always adds up to 180º which then means that since two angles have already been stated that means the total of those two angles is 74º which you subtract from 180º to get 106º which is the measure of the third angle.

Is the ratio 15:12 equivalent to these? No, it's not equivalent.

Why not? Because if we tripled everything in 5:3 then we'd get 15:9. We don't have the second value as 12.

-------------------------------------

Is the ratio 30:18 equivalent to these? Yes it is equivalent

To go from 5:3 to 30:18, we multiply everything by 6

5*6 = 30

3*6 = 18

This shows that 5:3 scales up to 30:18

-------------------------------------

Give two more examples of ratios that are equivalent to 5:3.

Pick any number you want. Let's say we pick 7. Multiply both parts of 5:3 by the value 7

5*7 = 35

3*7 = 21

The ratio 5:3 is equivalent to 35:21

The ratio 5:3 is also equivalent to 50:30 after multiplying both parts by 10.

Identify the equation: Write down the given equation in the form |x - a| = b, where 'a' represents the number being subtracted or added and 'b' represents the absolute value.

Graphing absolute value equations on a number line is a process that involves several steps. First, you need to identify the equation and rewrite it in the form |x - a| = b, where 'a' represents the number being subtracted or added and 'b' represents the absolute value.

This form helps determine the critical points of the graph. Next, you set the expression inside the absolute value bars equal to zero and solve for 'x' to find the critical points. These points indicate where the graph may change direction. Once the critical points are determined, you plot them on the number line, using an open circle for critical points and a closed circle for any additional points obtained by adding or subtracting the absolute value.

After plotting the points, you can draw the graph by connecting them with a solid line for the portion of the graph that is positive and a dashed line for the portion that is negative. This representation helps visualize the behavior of the absolute value equation on the number line.

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Answer:

que tembe frendeas tete.... thes i was 608 i deas fedas decde

step-by-step explanation:

jk i dont speak spanish

The equation of the tangent line to the curve when y = -1 is y = -4x - 1.

To find the equations of all tangent lines to the curve when y = -1, we can use the definition of a tangent line, which is a line that touches a curve at a single point and has the same slope as the curve at that point.

To find the slope of the curve at a given point, we can use the slope formula:

slope = (y₂ - y₁) / (x₂ - x₁)

In this case, we can set y₁ = -1 and y₂ = -1 + h, where h is a small positive number, and find the corresponding value of x₂ by substituting these values into the equation x - x²y - 2y² = 0. This will give us the slope of the curve at the point (x, -1).

Substituting these values into the equation, we get:

x - x²(-1) - 2(-1 + h)² = 0

Expanding the second term and rearranging, we get:

x - x² + 2(1 - 2h + h²) = 0

This simplifies to:

x - x² + 2 - 4h + 2h² = 0

This can be rewritten as:

x - x² + 2h² - 4h + 2 = 0

To find the slope of the curve at the point (x, -1), we can take the derivative of this equation with respect to x and evaluate it at x = x and h = 0:

slope = (2h² - 4h)'|h=0

= 0 - 4

= -4

Now that we have the slope of the curve at the point (x, -1), we can use the point-slope form of a linear equation to find the equation of the tangent line:

y - (-1) = -4(x - x)

y + 1 = -4x

y = -4x - 1

Therefore, when y = -1, the equation of the tangent line to the curve is y = -4x - 1.

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When the cloud coverage was 4 percent or less, Glen Sarin took approximately 45 photographs.

Glen Sarin, the photographer, wonders if there is a correlation between the percentage of cloud cover and the number of photographs she captures. She maintains a record that is depicted in the scatterplot below.

When the cloud coverage was 4 percent or less, how many photographs did she take?We can observe that, as the percentage of cloud cover increases, the number of photographs taken by Glen Sarin decreases. As per the scatterplot,  

This can be done by reading the point where the 4% line of cloud cover intersects with the line of best fit and drawing a line perpendicular to the x-axis to see what is the corresponding y-value (which represents the number of photographs)

This can be interpreted as follows: the scatterplot shows a negative correlation between the percentage of cloud cover and the number of photographs taken.

This indicates that as the percentage of cloud cover increases, the number of photographs taken decreases. Glen Sarin may use this information to make informed decisions about when and where to photograph.

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Answer:

it would be probably the letter M

Answer:

yeah its m

Step-by-step explanation:

Answer: 78*

Step-by-step explanation: Look at pic

The number of robberies reported in your city is a quantitative variable.

Quantitative variables are numerical in nature and represent quantities or amounts. They can be further classified as either discrete or continuous. In the case of the number of robberies reported, it is a discrete quantitative variable because it takes on a countable, whole number value. It represents a specific quantity or amount of robberies reported in the city, such as 0, 1, 2, and so on.

On the other hand, qualitative variables (also known as categorical variables) represent qualities or characteristics that do not have a numerical value. Examples of qualitative variables could be the type of crime (e.g., robbery, burglary, assault) or the color of a car (e.g., red, blue, green).

Therefore, the number of robberies reported in your city is a quantitative variable.

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48% of the people polled like playing golf.

What is Algebraic expression ?

An algebraic expression is a mathematical phrase that can contain variables, constants, and mathematical operations such as addition, subtraction, multiplication, division, and exponentiation. Algebraic expressions are used to represent and solve problems in many areas of mathematics, science, engineering, and finance.

The percentage of people polled who like playing golf can be calculated by dividing the number of people who like golf (3,360) by the total number of people polled (3,360 + 3,640 = 7,000) and then multiplying by 100 to express the answer as a percentage:

(3360 ÷ 7000) x 100% = 48%

Therefore, 48% of the people polled like playing golf.

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Answer: your gonna add 3,000+ 5,000 then you will add test answer to 157.50 then you’ll put the answer for 3,000+5,000 then you’ll put that in the first box then you’ll add that number two 157.50

Step-by-step explanation:

Hope this helps

:3 have an amazing day or a beautiful day:)

Answer:

24

Step-by-step explanation:

if A is a point between B and C, then'

BA + AC = BC

GIven

AB = 26 and BC = 50

BA = 26

Substitute

26 + AC = 50

AC = 50 - 26

AC = 24

Hence thelength of AC is 24

Answer:

x-6>2x

Step-by-step explanation:

Is this what you were looking for?

Answer:

-5

Step-by-step explanation:

-5--20

=-5+20

=20-5

=15

Answer:

x = -56

Step-by-step explanation:

x/7 = -8

Multiply each side by 7

x/7 *7 = -8*7

x = -56

The correct option is (d) if A is divided by 2, B is divided by approximately 1.414.

Proportionality is defined as between two or more sets of values, and how these values are related to each other in the sense are they directly proportional or inversely proportional to each other.

Here,
If A varies inversely as the square of B, it means that A is equal to some constant k divided by the square of B:

A = k/B²

To find the effect on B when A is multiplied by 4, we can use the inverse variation formula and substitute 4A for A,

4A = k/B^2

Simplifying this expression, we get:

B² = k/(4A)

To find the effect on B when A is multiplied by a certain factor, we can use this formula and substitute the new value of A,

a) If A is multiplied by 1.5:

1.5A = k/B²

B² = k/(1.5A)

The effect on B depends on the value of k and the original value of B, which are not given. So we cannot determine the effect on B with the information given.

b) If A is multiplied by 4:

4A = k/B²

B² = k/(4A)

Since 4A is four times the original value of A, B^2 will be divided by 4, so B will be multiplied by √4, which is 2. Therefore, when A is multiplied by 4, B is multiplied by 2.

c) If A is multiplied by 2:

2A = k/B²

B^2 = k/(2A)

Since 2A is half the original value of A, B^2 will be multiplied by 2, so B will be divided by √2, which is approximately 1.414. Therefore, when A is multiplied by 2, B is divided by approximately 1.414.

d) If A is divided by 2:

A/2 = k/B²

B² = k/(A/2)

Since A/2 is half the original value of A, B² will be multiplied by 2, so B will be divided by √2, which is approximately 1.414. Therefore, when A is divided by 2, B is divided by approximately 1.414.

Therefore, the correct option is (d) if A is divided by 2, B is divided by approximately 1.414.

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Answer:

1.66

Step-by-step explanation:

The years needed to make $3000 to $5000 is 12.5.

Compound interest simply means that the interest associated with a bank account, loan, or investment increases exponentially over time.

Given that, an investment of $3000 to amount to 5,000 if money is invested at 4.1% compounded monthly

A = P(1+r/12)^12t

5000 = 3000(1+0.041/12)^12t

5/3 = (1.0034)^12t

Taking log both sides,

log5/3 = 12tlog(1.0034)

0.221 = 12t0.00147

12t = 150.34

t = 12.5

Hence, required years are 12.5.

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Answer:

Mean: 16.6 | Median: 17 | Mode: 17

Step-by-step explanation:

Answer:

the diameter on question 2 is 6. I don't know question 1

Answer:

I dont know for sure so answer as your own risk but I think first one is center of a circle

and second one I believe is 6 Hope that helps!

Answer:

239 miles per gallon for a round trip.

Step-by-step explanation:

you'd need to achieve 238,900 / 2000 = 119.5 miles per gallon for a one way trip,

The value of the equation 6 + 3p = 4p + 7 is 1

Reorder the terms:

6 + 3p = 7 + 4p

Solving for the value of p by collecting like terms

6 + 3p = 7 + 4p

Move all terms containing p to the left, all other terms to the right.

Add '-4p' to each side of the equation.

-6 + 3p + -4p = -7 + 4p + -4p

Combine like terms: 3p + -4p = -1p

-6 + -1p = -7 + 4p + -4p

Combine like terms: 4p + -4p = 0

-6 + -1p = -7 + 0

-6 + -1p = -7

Add '6' to each side of the equation.

-6 + 6 + -1p = -7 + 6

Combine like terms: -6 + 6 = 0

0 + -1p = -7 + 6

-1p = -7 + 6

Combine like terms: -7 + 6 = -1

-1p = -1

Divide each side by '-1'.

p = 1

Simplifying

p = 1

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The given equation has only one root x=0.065. Hence, the total number of solutions is 1.

The equation sin 3x = 0.25 - x² is given and the number of solutions it has to be determined using Newton's method. Newton's method is an algorithm that is used to find the roots of a given function. I

n this method, we start with an initial guess and then we iteratively improve the guess until we converge to the root of the function.

Let's begin the solution for the equation sin 3x = 0.25 - x²:

Step 1: Find the derivatives of the given equation. sin 3x = 0.25 - x²

Differentiating the given equation on both sides w.r.t x, we get:3 cos 3x = -2x  

Now, we have the derivative of sin 3x.

Step 2: The Newton Raphson method is given by the formula:x 1 = x0 - f(x0)/f'(x0) where x1 and x0 are the successive approximation of the root and f(x0) is the function at x0 and f'(x0) is the derivative of the function at x0.

So, we will take x0= 0.1 (Initial guess) because this function has multiple roots and is an odd function. Hence, it has a root near x=0.1.

Step 3: We have f(x) = sin 3x - 0.25 + x² and f'(x) = 3 cos 3x + 2x'

We will find the next approximation x1 as follows: x1 = x0 - f(x0)/f'(x0)

x1 = 0.1 - [sin(3 * 0.1) - 0.25 + 0.1²]/[3 cos(3 * 0.1) + 2 * 0.1]

x1 = 0.0654

Step 4: We will repeat the above process using the value of x1 obtained in step 3. We will repeat it until the successive approximations become equal up to two decimal places.

We will continue the above process until we obtain the successive approximations that are equal up to two decimal places.

So, we get the root of the equation sin 3x = 0.25 - x² is x = 0.065 with the help of Newton's method.

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Answer:

0.647058823529412

Step-by-step explanation:

Hope This Helps

Answer:

.6470588235 or 11/17

Step-by-step explanation:

y-y over x-x

(a) n = 5, p = .50.

μ = np = 5(.50) = 2.5

σ = sqrt(np(1-p)) = sqrt(5(.50)(1-.50)) = sqrt(1.25) = 1.118

Therefore, μ = 2.5 and σ = 1.118.

(b) n = 1, p = 0.25.

μ = np = 1(0.25) = 0.25

σ = sqrt(np(1-p)) = sqrt(1(0.25)(1-0.25)) = sqrt(0.1875) = 0.433

Therefore, μ = 0.25 and σ = 0.433.

(c) n = 100, p = 0.95.

μ = np = 100(0.95) = 95

σ = sqrt(np(1-p)) = sqrt(100(0.95)(1-0.95)) = sqrt(4.75) = 2.179

Therefore, μ = 95 and σ = 2.179.

(d) n = 20, p = .01.

μ = np = 20(.01) = 0.2

σ = sqrt(np(1-p)) = sqrt(20(.01)(1-.01)) = sqrt(0.198) = 0.445

Therefore, μ = 0.2 and σ = 0.445.

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Tthe matrices B and Y must be invertible for the given formula to hold true. As for the specific choices given, both options of XB and YYXB include an invertible matrix B, so they satisfy the requirement.

In order for the given formula to hold true, both matrices [A B] and [I 0] must be invertible. This is because the product of two invertible matrices is also invertible.

However, based on the given formula, we can also see that matrix Y must be invertible. This is because if Y is not invertible, then the matrix [0 I] would not be invertible, and therefore the entire equation would not hold true.

the matrices B and Y must be invertible for the given formula to hold true.

As for the specific choices given, both options of XB and YYXB include an invertible matrix B, so they satisfy the requirement.

Based on the given formula:

[ A  B ] [ I  0 ] = [ 0  I ]
[ C  0 ] [ X  Y ]   [ Z  0 ]

Let's analyze each part of the matrix equation:

1. [ A  B ] [ I  0 ] = [ 0  I ]
2. [ C  0 ] [ X  Y ] = [ Z  0 ]

From equation (1), we have AI + BX = 0 and BI = I, which means B is invertible. From equation (2), we have CX = Z and 0Y = 0, which means X is invertible.

Therefore, the matrices B and X must be invertible. Your answer is "B and X".

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Answer:

15 possible combinations

Step-by-step explanation:

In order to find the total number of combinations possible, we need to multiply the total number of different colors by the total number of storage capacities that each phone can have. Using the values provided we would get the following arithmetic expression...

5 colors * 3 capacities = 15

Therefore, we can see that there are a total of 15 possible combinations with these variations.

Kozol notices the stress on the 3,300 kids at Fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely (176).

Given,

Lunch was served to the pupils in this school in a single sitting, unlike the staggered luncheon sessions I saw at Walton High. 3,300 children cannot be fed at once due to physical limitations, the teacher explained. "The session lasts barely 30 minutes, and there is a very large line for children to obtain their food. They must wait in line for fifteen minutes before they can even walk there from their classes. They most likely have 10 minutes to eat their food. Many of them don't even try.

You've worked as a teacher, so you know what it's like for students to go a whole day without eating. Here at Fremont, the school day lasts eight hours.

Here,

Kozol notices the stress on the 3,300 kids at fremont during lunch, when the entire meal is provided in a single 30-minute period. One teacher estimates that the lengthy distance to the cafeteria and the lengthy queues for food provide children a 10-minute window during which to eat. As a result, many students frequently skip meals entirely .

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Given question is incomplete. Completed question is here;-

Unlike the staggered luncheon sessions I observed at Walton High, lunch was served in a single sitting to the students in this school. "It's physically impossible to feed 3,300 kids at once," the teacher said. "The line for kids to get their food is very long and the entire period lasts only 30 minutes. It takes them 15 minutes just to walk there from their classes and get through the line. They get 10 minutes probably to eat their meals. A lot of them don't try. You've been a teacher, so you can imagine what it does to students when they have no food to eat for an entire day. The schoolday here at Fremont is eight hours long."

From Kozol, Jonathan. The Shame of the Nation: The Restoration of Apartheid Schooling in America. New York: Crown, 2005. Print. The passage appears on page 176.