You start at (-2,-4). You move down 1 unit and right 6 units. Where do you end

Answer:

42 students

Step-by-step explanation:

5 out of 7 students are car riders. This means 2 out of 7 students are bus riders. 12 students are bus riders.

12 = 2x/7, where x is the total number of students.

So, 84 = 2x

This means that x = 42. 2/7 of 42 is 12 so this is correct.

The probability of selecting someone in the 18-21 age bracket can be found by calculating the proportions of individuals in each group and adding them together. In this case, the probability is 0.743.

To find the probability of selecting someone in the 18-21 age bracket or someone who agreed to respond, we need to calculate the proportions of individuals in each group and add them together.

In the 18-21 age bracket, out of 74 people contacted, 63 responded. Therefore, the proportion of people who responded in this age group is 63/74 = 0.851. The proportion of people who refused to respond is 11/74 = 0.149.

In the 22-29 age bracket, out of 282 people contacted, 252 responded. Thus, the proportion of people who responded in this age group is 252/282 = 0.894. The proportion of people who refused to respond is 30/282 = 0.106.

To calculate the probability of selecting someone in the 18-21 age bracket or someone who agreed to respond, we add the proportion of people who responded in the 18-21 age bracket (0.851) to the proportion of people who responded in the 22-29 age bracket (0.894). This gives us a probability of 0.851 + 0.894 = 1.745.

However, it's important to note that probabilities cannot exceed 1, so we need to adjust this value. Since the probability of selecting any individual from the total population is 1, we subtract the probability of selecting someone who refused to respond from 1. The probability of selecting someone who refused to respond is 0.149 + 0.106 = 0.255. Thus, the final probability is 1 - 0.255 = 0.745, or 74.5%.

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Confidence interval refers to a statistical measure that helps quantify the amount of uncertainty present in a sample's estimate of a population parameter.

This measure expresses the degree of confidence in the estimated interval that can be calculated from a given set of data. In this scenario, the task is to build a 95% confidence interval for the regression line's slope. The regression analysis output has already been given. According to the output given, the estimated regression model is:y = 25,000 + 9,000 x, where x represents the number of miles the car has been driven and y represents the car's selling price.

The formula to calculate the 95% confidence interval for the slope is:Slope ± t · SE, where Slope is the point estimate for the slope, t represents the critical t-value for a given level of confidence and degrees of freedom, and SE represents the standard error of the estimate. The value of t can be calculated using the degrees of freedom and a t-table. Here, the number of pairs in the sample size is 20, and the model uses two parameters.

Therefore, the degrees of freedom would be 20 - 2 = 18.The critical t-value for a 95% confidence interval and 18 degrees of freedom is 2.101. Using the formula given above, we can calculate the 95% confidence interval for the slope as follows:Slope ± t · SE= 9000 ± (2.101)(700) ≈ 9000 ± 1,467.7 = [7,532.3, 10,467.7]Therefore, the 95% confidence interval for the slope is [7,532.3, 10,467.7]. This means that we are 95% confident that the true value of the slope for this model falls within the interval [7,532.3, 10,467.7].

It implies that the price of the car increases by $7,532.3 to $10,467.7 for each mile driven by the car. In conclusion, a 95% confidence interval has been calculated for the regression line's slope, which indicates that the actual slope of the model lies between the range [7,532.3, 10,467.7].

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Since the provided equation is inconsistent, it cannot intersect.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign. A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

Here,

we can see that the second set of equation,

4x+2y=12

20x+10y=30

4/20=2/10≠12/30

1/5=1/5≠2/5

The given equation is inconsistent so it does not intersect.

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The solutions can be written as x = 8 + 10i and x = 8 - 10i

The graph of a quadratic equation is a parabola, which is a symmetrical U-shaped curve. The direction and shape of the parabola depend on the value of a. If a is positive, the parabola opens upward, and if a is negative, the parabola opens downward.

Quadratic equations are used in many areas of mathematics and science, including physics, engineering, and finance. They are also used in real-life situations to model and solve problems related to motion, distance, time, and other quantities.

To solve this quadratic equation, we can rearrange it to be in standard form:

x² - 16x + 164 = 0

We can then use the quadratic formula to find the solutions:

x = (-b ± √(b² - 4ac)) / 2a

In this case, a = 1, b = -16, and c = 164. Substituting these values into the formula, we get:

x = (16 ± √((-16)² - 4(1)(164))) / 2(1)

Simplifying, we get:

x = (16 ± √(256 - 656)) / 2

x = (16 ± √(-400)) / 2

We have a negative number inside the square root, which means that the solutions are complex. To express them in the form x = a + bi and x = a - bi, we can simplify the square root by factoring out -1:

x = (16 ± √(400) i) / 2

x = (16 ± 20i) / 2

x = 8 ± 10i

Therefore, the solutions to the quadratic equation x² - 16x + 164 = 0 are:

x = 8 + 10i and x = 8 - 10i

So, a = 8 and b = 10. Therefore, the solutions can be written as:

x = 8 + 10i and x = 8 - 10i

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Answer:

(x + 4)

Step-by-step explanation:

x - 2 = 0, so x = 2

x - 4 = 0, so x = 4

x - 6 = 0, so x = 6

The option which is not a factor of the cubic equation is (x+4)

The algebraic equations having variables with power 3 are referred to as cubic equations. A generalized form of a cubic equation is ax³+ bx²+ cx + d = 0.

Given here: The cubic function f(x)=x³-12x²+44x-48

Clearly in the options the list of factors are -4,6,2,4

Checking for all 4 options we get

f(-4)=-4³-12×4²+44×(-4)-48

     =-64-192-176-48≠0

f(6)=6³-12×6²+44×(6)-48

    =216-12×36+264-48

    =0

f(2)=2³-12×4+44×2-48

    =8-48+88-48

    =0

Similarly we can find for x=4 that f(4)=0

Hence, The option which is not a factor of the cubic equation is (x+4)

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Answer: 3x-y=8

Step-by-step explanation:

When an integer x is both a square of one integer and a cube of another integer, it implies that x is a sixth power of one integer.

Let's suppose x is a square of one integer, which means x can be expressed as x = a^2, where a is an integer. Similarly, x can also be a cube of another integer, which means x can be expressed as x = b^3, where b is an integer.

To prove that x is a sixth power of one integer, we need to show that x can be expressed as x = c^6, where c is an integer.

From the given information, we have x = a^2 and x = b^3.

To find the relationship between a, b, and c, we can take the sixth power of both sides of the equation x = a^2:

(x^3)^(1/2) = (a^2)^3^(1/2)

x^(3/2) = a^3

Now, we substitute x = b^3 in the above equation:

(b^3)^(3/2) = a^3

b^9/2 = a^3

We can see that b^9/2 is a perfect square because 9/2 is an even power. Let's denote b^9/2 as c^2, where c is an integer.

Therefore, we have c^2 = b^9/2 = a^3 = x.

Since c^2 = x, we can rewrite c^2 as (c^2)^3 = c^6. Hence, x = c^6, where c is an integer.

This shows that when an integer x is both a square of one integer and a cube of another integer, it is indeed a sixth power of one integer, satisfying the condition x = c^6.

In summary, if an integer x is both a square and a cube of different integers, it can be expressed as x = c^6, where c is an integer. This demonstrates the relationship between squares, cubes, and sixth powers of integers.

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Answer:

the anwser is 23 yards

Answer:

d

Step-by-step explanation:

plato

Answer:

10*10*10 =1000

Step-by-step explanation:

the volume tells you how many little 1 in cubes would fit on the 10 inch one

10  one inch cubes make a 10in line,   10 of those lines make a square and 10 of those square make the cube so:

1  *  10 * 10 * 10

Answer:

The rate of change is 12ft/s

Step-by-step explanation:

Given

\(h(t) = -16t^2 + 20t\)

Required

Rate of change from when she jumps till 1/2s

The time she jumps is represented as: t = 0

So, calculate h(0)

\(h(t) = -16t^2 + 20t\)

\(h(0) = -16 * 0^2 + 20 * 0 = 0\)

At t = 1/2

\(h(t) = -16t^2 + 20t\)

\(h(1/2) = -16 * 1/2^2 + 20 * 1/2 = 6\)

Rate of change is calculated as:

\(Rate = \frac{f(b) - f(a)}{b - a}\)

In this case:

\(Rate = \frac{h(b) - h(a)}{b - a}\)

Where

\((a,b) = (0,1/2)\)

So, we have:

\(Rate = \frac{h(b) - h(a)}{b - a}\)

\(Rate = \frac{h(1/2) - h(0)}{1/2 - 0}\)

\(Rate = \frac{6 - 0}{1/2 - 0}\)

\(Rate = \frac{6}{1/2}\)

\(Rate =12\)

The rate of change is 12ft/s

To solve the given optimization problem, we need to minimize the objective function f(x) = x₁² + x₁x₂ + 3x₂² + x₂x₃ + 2x₃² subject to the constraint x₁x₂ + x₃² = 4, and the non-negativity constraints x₁, x₂ ≥ 0.

To find the solution, we can use the method of Lagrange multipliers. Let's define the Lagrangian function L(x, λ) as:

L(x, λ) = f(x) - λ(g(x) - 4)

where g(x) = x₁x₂ + x₃² is the constraint function, and λ is the Lagrange multiplier.

Now, we will take partial derivatives of L(x, λ) with respect to each variable x₁, x₂, x₃, and λ, and set them equal to zero to find the critical points. The partial derivatives are:

∂L/∂x₁ = 2x₁ + x₂ - λx₂ = 0

∂L/∂x₂ = x₁ + 6x₂ + x₃λ = 0

∂L/∂x₃ = x₂ + 4x₃ - 2x₃λ = 0

∂L/∂λ = x₁x₂ + x₃² - 4 = 0

Solving these equations simultaneously will give us the values of x₁, x₂, x₃, and λ that satisfy the optimality conditions.

After obtaining the solutions, we need to check for local extrema by evaluating the second-order partial derivatives and verifying the nature of the critical points. Since the problem does not specify the domain of the variables, we assume they can take any real value.

However, it's important to note that the given objective function and constraint do not have a unique solution since there are no constraints on the variables' values. Hence, we can only find the critical points and evaluate their nature but cannot determine the global minimum or maximum.

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To determine if the polynomial is even, odd, or neither, we substitute -x for x in the polynomial and simplify. -3(-x)² + 6(-x) = -3x² - 6x. Since the polynomial is not equal to its negation, it is neither even nor odd.

To write the equation of the line with an x-intercept at -6 and a y-intercept at 2, we can use the slope-intercept form of a line, y = mx + b, where m is the slope and b is the y-intercept.

In this case, the y-intercept is given as 2, so the equation becomes y = mx + 2. To find the slope, we can use the formula (y2 - y1) / (x2 - x1) with the given points (-6, 0) and (0, 2). We find that the slope is 1/3. Thus, the equation of the line is y = (1/3)x + 2.

For the polynomial f(x) = -3x² + 6x, the degree is 2 and the leading coefficient is -3. The end behavior of the graph is determined by the degree and leading coefficient. Since the leading coefficient is negative, the graph will be "downward" or "concave down" as x approaches positive or negative infinity.

To find the zeros, we set the polynomial equal to zero and solve for x. -3x² + 6x = 0. Factoring out x, we get x(-3x + 6) = 0. This gives us two solutions: x = 0 and x = 2.

The x-intercept is the point where the graph intersects the x-axis, and since it occurs when y = 0, we substitute y = 0 into the polynomial and solve for x. -3x² + 6x = 0. Factoring out x, we get x(-3x + 6) = 0. This gives us two x-intercepts: (0, 0) and (2, 0).

To determine if the polynomial is even, odd, or neither, we substitute -x for x in the polynomial and simplify. -3(-x)² + 6(-x) = -3x² - 6x. Since the polynomial is not equal to its negation, it is neither even nor odd.

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It is not possible to have a simple graph with n vertices, all of which have different degrees. This is because if all vertices have different degrees, minimum degree would be 0 and maximum degree would be n-1.

In a simple graph, each vertex can be connected to at most n-1 other vertices since it cannot be connected to itself or to the same vertex multiple times. This means that the maximum degree of a vertex in a simple graph is n-1, where n is the total number of vertices.

To show that it is not possible to have a simple graph with n vertices, all of which have different degrees, we can use the Pigeonhole Principle. According to the Pigeonhole Principle, if there are more pigeons (vertices) than there are pigeonholes (possible degrees), then at least two pigeons must occupy the same pigeonhole. In this case, if we have n vertices, each with a different degree, the possible degrees range from 0 to n-1. Since there are n vertices and n possible degrees, at least two vertices must have the same degree, which contradicts the assumption.

Therefore, it is not possible to have a simple graph with n vertices, all of which have different degrees.

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The explicit formula for the sequence is aₙ=(-4).(-4)ⁿ⁻¹ and the 8th term is 65536

The given sequence is -4, 16, -64, 256,...

If we observe the sequence it is a geometric sequence

aₙ=a.rⁿ⁻¹

a is the first term and r is the common ratio

From the sequence the first term is -4 and common ratio is -4

aₙ=(-4).(-4)ⁿ⁻¹

Plug in the value n as 8

a₈=(-4).(-4)⁷

The value of minus four power seven is minus sixteen thousand three hundred eighty four

a₈=(-4)(-16384)

When four is multiplied with sixteen thousand three hundred eighty four we get sixty five thousand five hundred thirty six

a₈= 65536

Hence, the explicit formula for the sequence is aₙ=(-4).(-4)ⁿ⁻¹ and the 8th term is 65536

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Answer:

92

Step-by-step explanation:

You do (9x8) + (5x4). 9x8 = 72 and 5x4=20.  add 72 and 20 and get 92!

Answer:

n ≤ 4

Step-by-step explanation:

Which means you should start at four (make sure it's a close circle) pointing to the left. I hope it helps.

the length of chord in the circle is 13.5 units.

According to Pythagoras' Theorem, the square of the hypotenuse side of a right-angled triangle equals the sum of the squares of the other two sides.The Perpendicular, Base, and Hypotenuse are the three angles that make up this triangle.

The Pythagoras Theorem formula is as follows from the definition:

Hypotenuse² = Perpendicular² + Base²

c² = a² + b²

From the figure, the hypotenuse, x of both triangle are same as both of them are radius of circle.

According to Pythagoras theorem,

x²=6.3²+11.9²

x²=181.3

x=√181.3

x=13.5

Hence, the length of chord in the circle is 13.5 units.

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Answer:

C. $16.99

Step-by-step explanation:

The shirt cost after the discount will be $16.99. thus option C is correct.

Third party discount is the multiplication result of the maturity value of the original rate to the rate of interest and time period.

Thus, we get:

Third party discount = Maturity value × R × T (R in decimal form).

We have been given that a shirt that normally costs $19.99 is on sale for 15% off. we are asked to find the discount on the shirt.

Therefore,

19.99 x 15/100

19.99 x 0.15 = 2.99

Then subtract from the total amount;

19.99 - 2.99 = 16.99

Therefore, the  shirt cost after the discount will be $16.99. thus option C is correct.

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The distance at which pumpkins are the same height.

What do you mean by X and Y coordinates?

The X and Y coordinates are an address that help locate a point in two dimensions of space. The coordinates (x, y) are used to represent any point in the coordinate plane. The x value indicates the point's position in regard to the x-axis, and the y value indicates its position in relation to the y-axis.

Both equations' graphs would be at an intersection, which would indicate that their x and y coordinates are identical. The same y coordinate would indicate being at the same height at that precise distance since y refers to the pumpkin's height.

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Answer:

D). the horizontal distance of the pumpkins from the launch site when their heights are the same

Step-by-step explanation:

I took the flipping test nickle

Answer:

2x+ 5

Step-by-step explanation:

The surface area of the larger figure is 48 cm².

What is meant by surface area?

Surface area is the total area that the surface of a three-dimensional object occupies. It is measured in square units, such as square centimeters or square meters. The surface area of an object can be found by adding up the areas of all of its faces.

Since the two figures are similar, the ratio of their volumes is equal to the cube of the ratio of their corresponding linear dimensions. Let the ratio of the linear dimensions be x, then we have:

(x³) (12 cm³) = 96 cm³

Solving for x, we get:

x = 2

So the linear dimensions of the larger figure are twice that of the smaller figure. Therefore, the ratio of their surface areas is equal to the square of the ratio of their corresponding linear dimensions, which is:

(2²) = 4

So the surface area of the larger figure is 4 times that of the smaller figure:

4 (12 cm²) = 48 cm²

Therefore, the surface area of the larger figure is 48 cm².

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The probability that at most 10% of the items in a given batch will be defective = 0.31333

We are aware that the item is broken.

Rate it 17.15 if X is either less than 16.85 or is.

Therefore, we simply found the area of one tail and multiplied it by two as we have seen their identical distance from the Min.

Therefore, let's choose 16.85.

We'll calculate a Z score for that.

Therefore, let's go on to the X value less the mean more than the standard deviation

This may be 16.85 -70, which will be 0.15 divided by.1 negative.

You will have a result of -1.5.

As a result, the Z distribution's region to the left of negative 1.5 will have a value of 0.0668. Divide that amount by two.

Z-score=0.0668/2=0.31333

You will also receive 0.31333.

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Answer:

13/19

Step-by-step explanation:

12/14 = 0.86

13/19 = 0.68

17/21 = 0.81

7/8 = 0.88

13/19 is smallest

Answer:

A.  (8, 7), B (19, −12), C (−21, 14)

Step-by-step explanation:

You swap the X and Y coordinate for reflections over y=x

Answer:

5/22 and for the decimal it will be, 0.22727272727273.

Step-by-step explanation:

Answer:

84 feet long

Step-by-step explanation:

Answer:

the answer is 250 million years

Step-by-step explanation:

Answer: 250 million years

Answer:

1800 grams

Step-by-step explanation:

1.8 × 1000 = 1800

To convert kg to g you have to multiply the mass value by 1000

hope it helps!