Which of the following is the distance between the points (3,-3) and (9,5)?

Below, you will learn how to solve the problem.

(a) To find the linear relationship y = mx + b between x = year and y = profit, we first need to find the slope (m) and the y-intercept (b).

The slope (m) is the change in y (profit) divided by the change in x (year):
m = (17 - 5)/(6 - 2)

m = 12/4

m = 3

Next, we can use one of the data points (2, 5) and the slope (3) to find the y-intercept (b):
5 = 3(2) + b
b = 5 - 6

b = -1

So the linear relationship between x = year and y = profit is:

y = 3x - 1

(b) To find the company's profit at the end of 3 years, we can plug in x = 3 into the equation:
y = 3(3) - 1

y = 8

So the company's profit at the end of 3 years is $8 million.

(c) To predict the company's profit at the end of 8 years, we can plug in x = 8 into the equation:

y = 3(8) - 1 = 23

So the company's profit at the end of 8 years is predicted to be $23 million.

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Answer:

Please send me the polynomial of f(x) and g(x)..or you have opposite line with equation while you plot a graph

\( = (x^2 \times x^3)^3 \\ = x {}^{6} \times {x}^{9} \\ = (x) {}^{6 + 9} \\ = {x}^{15} \)

No, Etsuko is not correct. The length of the larger paper is 17.9 cm greater than the length of the smaller paper.

The smaller paper has a side length of 7.5 cm. The larger paper has a side length of 25.4 cm.

The difference between the two side lengths is 25.4 cm - 7.5 cm = 17.9 cm.

Therefore, the length of the larger paper is 17.9 cm greater than the length of the smaller paper.

Etsuko's error is likely due to the fact that she rounded the difference between the two side lengths to 32.9 cm. However, this rounding error is significant, and it results in her answer being incorrect.

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Answer:

its 31,530

Step-by-step explanation:

because they have 36,064 after the marriage filing which is 4,534 they would have 31,530 left to spend or 4,534 to pay

2/3 + 1/4 = 11/12

Fractions are very important in many areas such as math, physics, engineering, chemistry and many more, understanding how to add fractions with unlike denominators is a fundamental skill that will help you in many aspects of your life.

Adding fractions with unlike denominators can be a bit tricky, but with the right understanding and techniques, it's definitely doable.

When we add fractions with unlike denominators, we need to first find a common denominator. A common denominator is a number that is a multiple of both denominators. Once we have a common denominator, we can add the fractions as usual by adding the numerators and keeping the denominator the same.

Here are a few examples of adding fractions with unlike denominators:

2/3 + 1/4

We can find a common denominator by finding the least common multiple (LCM) of 3 and 4. The LCM of 3 and 4 is 12.

So, we can convert 2/3 to 8/12 by multiplying the numerator and denominator by 4.

We can convert 1/4 to 3/12 by multiplying the numerator and denominator by 3.

Now we can add the fractions by adding the numerators: 8/12 + 3/12 =

1/5 + 2/7

We can find a common denominator by finding the least common multiple (LCM) of 5 and 7. The LCM of 5 and 7 is 35.

So, we can convert 1/5 to 7/35 by multiplying the numerator and denominator by 7.

We can convert 2/7 to 10/35 by multiplying the numerator and denominator by 5.

So, we can convert 3/4 to 9/12 by multiplying the numerator and denominator by 3.

We can convert 1/3 to 4/12 by multiplying the numerator and denominator by 4.

Now we can add the fractions by adding the numerators: 9/12 + 4/12 = 13/12

So, 3/4 + 1/3 = 13/12

It's important to note that when adding fractions, it's also important to simplify the final result if possible.

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Answer:

4/8 = 20/x

20 x 8 = 160

160 ÷ 4 = 40

the student will attend 40 weeks of school

Since the function increases; stops; and decreases x= -2 has to be a maximum. Similarly, x=0 is a minimum and x=2 is an inflection point. (They are "relative" max/mins as opposed to absolute.

"Critical Points" (maximums, minimum and inflection points) occur when the first derivative of the function is zero. Here f(x) is neither increasing nor decreasing at that exact point. When f '(x) is positive, f(x) is increasing; when f '(x)is negative f(x) is decreasing. In this case, the critical points are x= -2, 0, 2. For x<-2 the derivative is positive so the function is increasing, for x>-2 the derivative is negative so the function is decreasing.

b) When f '(x) is positive, f(x) is increasing; when f '(x) is negative f(x) is decreasing. In this case, the critical points are x= -2, 0, 2. For x<-2 the derivative is positive so the function is increasing, for x>-2 the derivative is negative so the function is decreasing.

Concavity is determined by the second derivative, which is easy to sketch from the first. Where f '(x) is decreasing, f ''(x)is negative; where f '(x) is increasing f ''(x) is positive. Where f '(x) is zero, f ''(x) has critical points. Now from this graph, where f ''(x) is positive, f(x) is concave up, where f ''(x)is negative, f(x) is concave down. I get that f(x) is concave up on(-1,1) and (2,3).

c) Now it should be easy to graph f from the maxs mins and critical points. There is my attempt.

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Answer:

12.5% chance. it's a 50% chance each time, which is half, so you divide it in half 3 times, 12.5%.

Step-by-step explanation:

Answer:  I hope I'm right

Step-by-step explanation:

12.5%

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

Explanation:

2 freshmen + 3 sophomores + 2 juniors + 2 seniors = 9 students total.

Let's consider the cases where we have the same number of juniors and seniors. We'll then take the complement of this to get the final answer.

-----------

Case A: There is 1 junior and 1 senior

There are 2 ways to pick a junior and 2 ways to pick a senior. That's 2*2 = 4 ways so far.

Then we have 9-4 = 5 students left to pick from (i.e. 2 freshmen+3 sophomores = 5 students left) and we have 5-2 = 3 seats to fill. Order doesn't matter on the committee since each person has equal rank.

We use the nCr combination formula.

n = 5 students

r = 3 seats to fill

n C r = (n!)/(r!(n-r)!)

5 C 3 = (5!)/(3!*(5-3)!)

5 C 3 = (5!)/(3!*2!)

5 C 3 = (5*4*3!)/(3!*2!)

5 C 3 = (5*4)/(2!)

5 C 3 = (5*4)/(2*1)

5 C 3 = (20)/(2)

5 C 3 = 10

There are 10 ways to fill the remaining 3 seats when we pick from the freshmen and sophomores only.

To recap everything so far:

Therefore, we have 4*10 = 40 different combinations possible for case A. We'll refer to this value later.

-----------

Case B: We pick 2 juniors and 2 seniors

Since there 2 juniors to pick from, and 2 junior seats to fill, there's only 1 way to do this. Likewise, there's only 1 way to pick the 2 seniors to fill the 2 seats.

In total so far there is 1*1 = 1 way to pick the 2 juniors and 2 seniors in any order you like.

Then we have 9-4 = 5 students left that are freshmen or sophomores. This is the number of choices we have for the final 5th seat.

We have 1*5 = 5 ways to have case B happen.

----------

Summary so far:

There are 45 ways to have the same number of juniors as seniors (either 1 of each or 2 of each).

Now we must calculate the number of total combinations possible on this committee. We'll turn to the nCr formula again.

n = 9 students

r = 5 seats

n C r = (n!)/(r!(n-r)!)

9 C 5 = (9!)/(5!*(9-5)!)

9 C 5 = (9!)/(5!*4!)

9 C 5 = (9*8*7*6*5!)/(5!*4!)

9 C 5 = (9*8*7*6)/(4!)

9 C 5 = (9*8*7*6)/(4*3*2*1)

9 C 5 = (3024)/(24)

9 C 5 = 126

There are 126 different five-person committees possible.

Of those 126 committees, 45 of them consist of cases where we have the same number of juniors and seniors.

That must mean there are 126-45 = 81 combinations where we do not have the same number of juniors and seniors. This is where the concept of "complement" comes in.

Answer:

f(x) = \(2(\frac{1}{2})^x\)

Step-by-step explanation:

Let the exponential function is,

f(x) = a(b)ˣ

Since, the given graph passes through two points (0, 2) and (1, 1)

For point (0, 2),

2 = a(b)⁰

2 = a

For point (1, 1),

1 = a(b)¹

ab = 1

2(b) = 1

b = \(\frac{1}{2}\)

Therefore, equation of the exponential function will be,

f(x) = \(2(\frac{1}{2})^x\)

The prοbability that the prοpοrtiοn οf red marbles in the sample frοm bin a is greater than the prοpοrtiοn οf red marbles frοm bin b is 0.1573.

Prοbability is a way οf calculating hοw likely sοmething is tο happen. It is difficult tο prοvide a cοmplete predictiοn fοr many events. Using it, we can οnly fοrecast the prοbability, οr likelihοοd, οf an event οccurring. The prοbability might be between 0 and 1, where 0 denοtes an impοssibility and 1 denοtes a certainty.

Here by using probability calculator for sampling distribution of \(p_1-p_2\).

\(z=\frac{\hat p_1-\hat p_2}{\sqrt{\frac{p_1(1-p_1)}{n_1}+\frac{p_2(1-p_2)}{n_2}}}\)

Here \(\hat p_1=p_1\) = 40% = 0.40 and \(\hat {p_2}=p_2\) = 52% = 0.52 and \(n_1=0 , n_2=40\)

=> \(z=\frac{0.40-0.52}{\sqrt{\frac{0.40(1-0.40)}{0}+\frac{0.52(1-0.52)}{40}}}\)

=> z = -1.00561

Here \(\hat p_1 > \hat p_2\)

=> \(\hat p_1 - \hat p_2 > 0\)

Then , P(x<z) = 0.1573.

Hence  the prοbability that the prοpοrtiοn οf red marbles in the sample frοm bin a is greater than the prοpοrtiοn οf red marbles frοm bin b is 0.1573.

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Answer:

-24+4v

Step-by-step explanation:

8v-24-12v

-24+4v

There are 60 three-digit positive integers.

What is an integer?

Zero, a positive natural number, or a negative integer denoted by a minus sign are all examples of integers. The inverse additives of the equivalent positive numbers are the negative numbers. An integer is a whole number (not a fractional number) that can be positive, negative, or zero.

Here, we have

Given:

Digits: 2, 3, 4, 5, and 6.

The following steps can be used in order to determine the total number of even 3-digit positive integers that can be written using the digits 2,3,4,5, and 6:

There are a total of 5 digits that is 2,3,4,5, and 6.

We have to determine the even three-digit positive integers.

It can be concluded that the total number of  three-digit numbers is given by:

= 5×4×3

= 60

Hence, there are 60 three-digit positive integers.

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Answer:

y=1x-5

Step-by-step explanation:

Answer:

Step-by-step explanation:

Triangle MNP is a right triangle with the following values:

Interior angles of a triangle sum to 180°. Therefore:

m∠M + m∠N + m∠P = 180°

m∠M + 58° + 90° = 180°

m∠M + 148° = 180°

m∠M = 32°

To find the measures of sides MN and NP, use the Law of Sines:

\(\boxed{\begin{minipage}{7.6 cm}\underline{Law of Sines} \\\\$\dfrac{a}{\sin A}=\dfrac{b}{\sin B}=\dfrac{c}{\sin C}$\\\\\\where:\\ \phantom{ww}$\bullet$ $A, B$ and $C$ are the angles. \\ \phantom{ww}$\bullet$ $a, b$ and $c$ are the sides opposite the angles.\\\end{minipage}}\)

Substitute the values into the formula:

\(\dfrac{MN}{\sin P}=\dfrac{NP}{\sin M}=\dfrac{PM}{\sin N}\)

\(\dfrac{MN}{\sin 90^{\circ}}=\dfrac{NP}{\sin 32^{\circ}}=\dfrac{8}{\sin 58^{\circ}}\)

Therefore:

\(MN=\dfrac{8\sin 90^{\circ}}{\sin 58^{\circ}}=9.43342722...\)

\(NP=\dfrac{8\sin 32^{\circ}}{\sin 58^{\circ}}=4.99895481...\)

To find the perimeter of triangle MNP, sum the lengths of the sides.

\(\begin{aligned}\textsf{Perimeter}&=MN+NP+PM\\&=9.43342722...+4.99895481...+8\\&=22.4323820...\\&=22.43\; \sf units\; (2\;d.p.)\end{aligned}\)

Statistics computed for larger random samples tend to be less variable compared to statistics computed for smaller random samples.

This statement is based on the concept of the Central Limit Theorem (CLT) in statistics. According to the CLT, as the sample size increases, the distribution of the sample mean approaches a normal distribution regardless of the shape of the population distribution. This means that the variability of the sample mean decreases as the sample size increases.

The variability of a statistic is commonly measured by its standard deviation or variance. When working with larger random samples, the individual observations have less impact on the overall variability of the statistic. As more data points are included in the sample, the effects of outliers or extreme values tend to diminish, resulting in a more stable and less variable estimate.

In practical terms, this implies that estimates or conclusions based on larger random samples are generally considered more reliable and accurate. Researchers and statisticians often strive to obtain larger sample sizes to reduce the variability of their results and increase the precision of their statistical inferences.

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Answer:

4. 78

5. 0

Step-by-step explanation:

4. b^2=9x9=81

   9a=9x1/3=3

   81-3=78

5.12a=12x1/3=4

  c=5

  b=9

  4+5-9=0

the absolute value of ρ is less than or equal to the critical value, you cannot reject H₀ and cannot conclude a significant correlation.

To test the claim H0: rhos= 0 versus Ha: rhos ≠0 that there is a significant correlation between purchased seed expenses and fertilizer and lime expenses in the farming business with an alpha of 0.05, we can use a hypothesis test.

First, we need to collect data on the two variables and calculate the sample correlation coefficient (r). If r is close to 0, then there is no significant correlation between the two variables.

Next, we can use a t-test to determine if the correlation coefficient is significantly different from 0. We can calculate the t-value using the formula t = r(sqrt(n-2))/sqrt(1-r^2), where n is the sample size.

Finally, we can compare the t-value to the critical value from the t-distribution with n-2 degrees of freedom and an alpha of 0.05. If the t-value is greater than the critical value, we can reject the null hypothesis and conclude that there is a significant correlation between purchased seed expenses and fertilizer and lime expenses in the farming business. If the t-value is less than the critical value, we fail to reject the null hypothesis and conclude that there is no significant correlation.
To test the claim H₀: ρ = 0 (no correlation) versus Hₐ: ρ ≠ 0 (significant correlation) between purchased seed expenses and fertilizer and lime expenses in the farming business, you would perform a correlation test using α = 0.05 as your significance level.

First, gather your data on seed expenses and fertilizer & lime expenses, then calculate the Spearman rank correlation coefficient (ρ). Once you have the correlation coefficient, compare it to the critical value from a correlation table with α = 0.05. If the absolute value of ρ is greater than the critical value, you can reject H₀ and conclude there is a significant correlation between the two variables. If the absolute value of ρ is less than or equal to the critical value, you cannot reject H₀ and cannot conclude a significant correlation.

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Answer:

-6 < n < -4

Step-by-step explanation:

Solving the inequality 5 + 7n > -37  :

5 + 7n > -37

⇔ 7n > -37 - 5

⇔ 7n > -42

⇔ n > -42/7

⇔ n > -6

Solving the inequality n + 8 < 4 :

n + 8 < 4

⇔ n < 4 - 8

⇔ n < -4

Then , the solution to the compound inequality

5 + 7n > -37 and n + 8 < 4 is :

All real numbers n ,where -6 < n < -4

The solution in interval notation (-6 , -4)

Answer:

The mean of the scores is by adding up all those numbers then dividing by how many there are.

So the answer is 146.6, but if you take away 3 it will be 143.6 then taking away the decimals it'll just be 143, it might be 143 but I might be incorrect.

Answer:

(x,y) → (x-5,y-3)

Step-by-step explanation:

Thats the awnser

Using Euler'formula, the difference between maximum and minimum possible numbers of faces is 96.

A polyhedron is a 3D shape with flat faces, straight edges, and sharp vertices (corners). "polyhedron" meaning "many" and "polyhedron" meaning "area". Therefore, when many planes are joined, they form a polyhedron.

Because all faces are triangles. So on a triangular base with triangular faces on both sides that meet at the vertex.

Therefore, the minimum number of triangular faces of a regular polyhedron is = 4

Next, the double pyramid has "2n" triangular faces. where n is a natural number greater than 2 and 'n' represents the number of sides of the base of the pyramid.

A polyhedron having equal quadrilateral faces is known as regular hexahedron.

quadrilateral faced polyhedron with total sides 100 and vertices 6 , then using Euler's formula

F + V-E = 2

=> F + 6- 100= 2 => F = 96 maximum faces possible = 96

Now the difference between maximum and minimum number of faces = 100 - 4 = 96

So the difference between maximum and minimum faces is 96.

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Answer:

0.75 in decimal form or 3/4 in fraction form.

Step-by-step explanation:

i just know my math

Answer:0.75

Step-by-step explanation:khan

All the values are,

a)  lim x → 3 [ 2 f (x) - g (x)] = 18

b)  lim x → 3 [ 2 g (x) ]² = 16

c)  lim x → 3 [ ∛ f (x) / g (x) ] +  lim x → 3 [ 4 h (x) / x + 7 ] = - 1

We have to given that;

Limits are,

lim x → 3 f (x) = 8

lim x → 3 g (x) = - 2

lim x → 3 h (x) = 0

Now, We can simplify all the limits as;

1) lim x → 3 [ 2 f (x) - g (x)]

⇒  lim x → 3 [ 2 f (x)] -  lim x → 3 [ g (x) ]

⇒ 2  lim x → 3 [  f (x) ] - (- 2)

⇒ 2 × 8 + 2

⇒ 16 + 2

⇒ 18

2)  lim x → 3 [ 2 g (x) ]²

⇒ 4 [ lim x → 3  g (x) ]²

⇒ 4 × (- 2)²

⇒ 4 × 4

⇒ 16

3)  lim x → 3 [ ∛ f (x) / g (x) ] +  lim x → 3 [ 4 h (x) / x + 7 ]

⇒ ∛8 / (- 2) + 4 × 0 / (3 + 7)

⇒ - 2/2 + 0

⇒ - 1

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In order to determine the volume of the given ball, use the following formula:

where

r: radius = diameter/2 = 6 in/2 = 3 in

replace the previous values of the parameter into the formula for V:

Hence, the volume of the given ball is 36π in^3

The points where the graph intercepts the x-axis is the root of the function.

from the graph the points are 3.9 and 6.1

The vertex v is at v ( 5, -4 ) this is equivalent to v ( h, k )

the equation of parabola in vertex form is y = a ( x- h )^2 + k

y = a ( x - 5 )^2 + {-4)

substituting point ( 4, -1 ) from the graph we have:

-1 = a ( 4 - 5 )^2 - 4

-1 = a - 4

a = 3

substituting the known values to y = a ( x- h ) + k

y = 3 ( x - 5 )^2 - 4

y = 3 ( x - 5) ( x - 5 ) - 4

y = 3 ( x - 5) ( x - 5 ) - 4

y = 3 ( x^2 - 10x + 25 ) - 4

y = 3x^2 - 30x + 75 - 4

y = 3x^2 - 30x + 71

The points where the graph intercepts the x-axis is the root of the function.

from the graph the points are 2 and 4

The vertex v is at v ( 3, 2 ) this is equivalent to v ( h, k )

the equation of parabola in vertex form is y = a ( x- h )^2 + k

y = a ( x - 3 )^2 + 2

substituting point ( 0, -16 ) from the graph we have:

-16 = a ( 0 - 3 )^2 + 2

-16 = a - 9 + 2

-16 = a - 7

a = -9

substituting the known values to y = a ( x- h ) + k

y = -9 ( x - 3 )^2 + 2

y = -9 ( x - 3) ( x - 3 ) + 2

y = -9 ( x - 3) ( x - 3 ) + 2

y = -9 ( x^2 - 6x + 9 ) - 4

y = 3x^2 - 54x - 81 - 4

y = 3x^2 - 54x - 85

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Step-by-step explanation:

8.4%/100% x 5000 = interest

(5000 x 12) + (interest x 12)

= investment worth

After one year, the investment is worth approximately $5,436.55.

The formula for the accrued amount in a compounded interest is expressed as:

\(A = P( 1 + \frac{r}{n})^{nt\)

Given the parameters:

Principal P = $5,000

Compounded monthly; n = 12

Time t = 1 years

Interest rate r = 8.4%

Accrued amount A =?

Convert R as a percent to r as a decimal

r = R/100

r = 8.4/100

r = 0.084

Now, plug the values into the above formula and solve for the accrued amount after one year.

\(A = P( 1 + \frac{r}{n})^{nt}\\\\A = 5,000( 1 + \frac{0.084}{12})^{12^1}\\\\A = 5,000( 1 + 0.007)^{12}\\\\A = 5,000( 1.007)^{12}\\\\A = \$5,436.55\)

Therefore, the accrued amount is approximately $5,436.55.

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Answer:

x=9,1

Step-by-step explanation:

Take the root of both sides and solve.

x = 9 , 1

Answer:

X=9 or 1

Step-by-step explanation:

It's really complicated to explain, sorry!

(P.S, if that's you in your pfp, you are so freaking stunning, period. As you should)

Hope this helped, and please mark as brainliest :)