Jamie purchases a 48 ounce milkshake she drinks it at a rate of 8 ounces per minute complete the table shown to demonstrate the amount of her milkshake left after the given minutes show all the way until she finishes the milkshake

The equation of the circle into the standard form will be (x + 7)² + (y + 15)² = 1.

It is the close curve of an equidistant point drawn from the center. The radius of a circle is the distance between the center and the circumference.

Let r be the radius of the circle and the location of the center of the circle be (h, k). Then the equation of the circle is given as,

(x - h)² + (y - k)² = r²

The area of the circle is 9π. Then the radius of the circle is given as,

A = π

πr² = π

r² = 1

The center of the circle is at (-7, -15). Then the equation of the circle is given as,

(x + 7)² + (y + 15)² = 1

The equation of the circle into the standard form will be (x + 7)² + (y + 15)² = 1.

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Answer:

C, hope this helps :)

Answer:\(x\leq 2\)

Step-by-step explanation:

Given a linear system of equations in unknowns x, y, and z with the following augmented matrix:{[1, -1, 0, 0, -7], [-2, 3, 0, 0, 2], [0, 0, 4, -2, 2]}Use Gauss-Jordan elimination to solve the system for x, y, and z.Solution:Step 1. The first step in solving this linear system of equations is to write the matrix in the form of an augmented matrix. In the following, we list the system of equations associated with the augmented matrix: 1x−1y=−72x+3y=24z−y=1  We begin by focusing on the first equation, which is:1x−1y=−7.

To get rid of the x-coefficient, we add one time the first equation to the second equation. This operation is written as follows:{[1, -1, 0, 0, -7], [-2, 3, 0, 0, 2], [0, 0, 4, -2, 2]}We add row1 to row2. -2r1 + r2 = r2{-2, 2, 0, 0, 14}r3 = r3This gives us the new augmented matrix.{[1, -1, 0, 0, -7], [0, 1, 0, 0, -5], [0, 0, 4, -2, 2]}Step 2Next, we focus on the second equation:0x+1y=−5.

The y-variable is isolated, and we now look at the third equation.4z−2y=1We can isolate the variable z by dividing the entire equation by 4 as follows:z−0.5y=0.25In order to eliminate y in the third row, we add 0.5 times the second row to the third row. This operation is written as follows:{[1, -1, 0, 0, -7], [0, 1, 0, 0, -5], [0, 0, 4, -2, 2]}We add 0.5 r2 to r3. r3 + 0.5r2 = r3{[1, -1, 0, 0, -7], [0, 1, 0, 0, -5], [0, 0, 4, -1, -1]}Step 3We can now solve for z using the third equation:4z−1y=−1z = (-1 + y) / 4.

Substituting this into the second equation gives:-2((1 - y) / 4) + 3y = 2y - 1 = 2y - 1Thus, y = 1/2.Substituting the value of y = 1/2 into the first equation gives:x - (1/2) = -7, so x = -13/2.Finally, we can substitute the values of x and y into the third equation to get the value of z: 4z - 1(1/2) = -1, so z = -3/2.The solution to the system of linear equations is: x = -13/2, y = 1/2, and z = -3/2.

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Answer:

l = 194999.45

Step-by-step explanation:

I'm going to assume that you meant 3.14 by 3,14.

336,765 = 3.14 × 0.55 × (l + 0.55)

336,765 ÷ (3.14 × 0.55) = l + 0.55

(336,765 ÷ (3.14 × 0.55)) - 0.55 = l

l = 194999.45

\(\textit{volume of a sphere}\\\\ V=\cfrac{4\pi r^3}{3}~~ \begin{cases} r=radius\\[-0.5em] \hrulefill\\ V=65\pi \end{cases}\implies 65\pi =\cfrac{4\pi r^3}{3}\implies \cfrac{3}{4\pi}\cdot 65\pi =r^3 \\\\\\ \cfrac{195}{4}=r^3\implies \sqrt[3]{\cfrac{195}{4}}=r\implies 3.65\approx r\)

Answer:

20% alc: 135 mL

60% alc: 65 mL

Explanation:

Table:

20% alc /  x  /    (.2)(x)        

60% alc /  200-x /   .6(200-x)        

34% alc. / 200 /   (.34)(200)        

Equation for 60% alc:   .6(200-x) = (.34)(200) + (.2)(x)

Equation for 20% alc:   (.2)(x) + .6(200-x) = (.34)(200)

Final:

20% alc: 135 mL

60% alc: 65 mL

Hopes this helps! :))))))) [vote brainliest]

The average rate of change over the interval [7,9] is 2 units greater than the average rate of change over the interval [4,6].

To find the average rate of change, we calculate the difference in function values divided by the difference in x-values. For the interval [7,9], the average rate of change is (f(9) - f(7))/(9 - 7). Similarly, for the interval [4,6], the average rate of change is (f(6) - f(4))/(6 - 4).

By subtracting the average rate of change over the interval [4,6] from the average rate of change over the interval [7,9], we can determine the difference. If the average rate of change over the interval [7,9] is 2 units greater than the average rate of change over the interval [4,6], the result will be a positive value of 2.

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A bell-shaped probability distribution that is symmetrical about its mean is the student's t-distribution. In the following situations, it is thought to be the distribution that should be used to build confidence intervals when working with little samples that have fewer than 30 components if it is unclear what the population variance is.

When the involved distribution is either normal or nearly normal.

A t-distribution is used to test the following in addition to being used to build confidence intervals:

Individual population mean

The variations in two population means.

The average variation among paired (dependent) populations.

The correlation coefficient for the populace.

If the sample size is high enough for the central limit, a t-distribution may still be viable for usage even in the absence of explicit normality for a specific distribution theorem that must be used. In this scenario, the distribution is regarded as roughly normal.

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The weight that separates the bottom 5% is approximately 5.02 ounces.

To find the weights that separate the top 5% and the bottom 5%, we need to use the z-score formula and the standard normal distribution table.

First, let's find the z-score for the top 5%. Using the standard normal distribution table, we find that the z-score for the top 5% is approximately 1.645.

Next, we can use the formula z = (x - μ) / σ, where z is the z-score, x is the weight we're trying to find, μ is the mean, and σ is the standard deviation.

For the top 5%, we have:

1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 + 1.645 * 0.07

x ≈ 5.22 ounces

Therefore, the weight that separates the top 5% is approximately 5.22 ounces.

To find the weight that separates the bottom 5%, we use the same process but with a negative z-score. The z-score for the bottom 5% is approximately -1.645.

-1.645 = (x - 5.12) / 0.07

Solving for x, we get:

x = 5.12 - 1.645 * 0.07

x ≈ 5.02 ounces

Therefore, the weight that separates the bottom 5% is approximately 5.02 ounces.

These weights could serve as limits used to identify which components should be rejected. Any component with a weight less than 5.02 ounces or greater than 5.22 ounces should be rejected.

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Step-by-step explanation:

mass(m)= 3kg

height(h)= 2m

gravity(g)= 9.8 m/s^2

P.E.= mgh

=3*2*9.8

=58.8 Joule

Answer:

58.84 Joules

Step-by-step explanation:

3(Mass)*2(Height)*9.8=58.84J

The required answer is the equation of the tangent line to the function at the point (2, f(2)) = (2, 4) is y = 6x - 8.

To find the equation of the tangent line to the function at the point (2, f(2)) = (2, 4), we need to first find the derivative of the function at x = 2.
Assuming we have the original function loaded in content, we can find the derivative as follows:
f(x) = x^2 + 2x
f'(x) = 2x + 2

The tangent line touched the a curve can be made more explicit by considering the sequence of straight lines passing through two points, A and B, those that lie on the function curve. The tangent at is the limit when points ,approximates or tends .

If two circular arcs meet at a sharp point  then there is no uniquely defined tangent at the vertex because the limit of the progression of secant lines depends on the direction in which "point B" approaches the vertex.

The existence and uniqueness of the tangent line depends on a certain type of mathematical smoothness, known as "differentiability."
Now we can plug in x = 2 to find the slope of the tangent line at that point:
f'(2) = 2(2) + 2 = 6
So the slope of the tangent line is m = 6.
To find the y-intercept (b) of the tangent line, we can use the point-slope form of a line:
y - y1 = m(x - x1)
Plugging in the point (2, 4) and the slope we just found, we get:
y - 4 = 6(x - 2)
Simplifying and solving for y, we get the equation of the tangent line in slope-intercept form:
y = 6x - 8
Therefore, the equation of the tangent line to the function at the point (2, f(2)) = (2, 4) is y = 6x - 8.

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Answer:

a couple different obes

Step-by-step explanation:

there are five

Answer: x=6-3y

Step-by-step explanation:

To draw a 135 degree angle, start with a horizontal line, draw an upward line from the center of the horizontal line and then draw an arc from the top of the vertical line that is the same length as the horizontal line. The two lines should meet at a 135 degree angle.

To draw a 135 degree angle, start by drawing a horizontal line on a piece of paper. This line will be your base line. Then draw a vertical line from the center of the horizontal line. This vertical line should be the same length as the horizontal line. Next, draw an arc from the top of the vertical line. This arc should be the same length as the horizontal line. Finally, the two lines should meet at a 135 degree angle. When drawing the angle, ensure that the angle is exactly 135 degrees. If it is off, use a protractor to measure the angle and adjust it accordingly. This will ensure that you have a perfect 135 degree angle. Drawing a 135 degree angle correctly and thoroughly requires patience and accuracy. With practice and attention to detail, you will be able to draw the perfect 135 degree angle.

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The value of the given Matrices,

A^2 = [1  2b  0  b]

A^3 = [1  3b  0  0]

A^5 = [1   5b   0   0]

To compute A^2 and A^3, the given matrices are A=[1, b, 0, 1] and A=[2, 2, 0, 0].

The first row: 1, b.

The second row: 0, 1.

The first row: 2, 2.

The second row: 0, 0.

A^2 = A × A

A^2 = [1    b    0    1] × [1    b    0    1]

A^2 = [1 + b * 0    1 * b + b * 1    0 + 0   1 * 0 + b * 1]

A^2 = [1   2b   0   b]

A^3 = A × A^2

A^3 = [1    b    0    1] × [1    2b    0    0]

A^3 = [1 + 0 * 0    b + 1 * 2b    0 + 0    1 * 0 + b * 0]

A^3 = [1  3b  0  0]

For predict A^5, we can compute A^4 and A^5.

A^4 = A^2 × A^2

A^4 = [1  2b  0  0] × [1  2b  0  0]

A^4 = [1 + 2b * 0  1 * 2b + 2b * 1  0 + 0  1 * 0 + 2b * 0]

A^4 = [1   4b   0   0]

A^5 = A^4 × A

A^5 = [1   4b   0   0] × [1   b   0   1]

A^5 = [1 + 4b * 0   1 * b + 4b * 1   0 + 0   1 * 0 + b * 0]

A^5 = [1   5b   0   0]

To predict A^n, let us look at A^2 and A^3.

A^2 has 1's at [1][1] and [2][2], while A^3 has 1's at [1][1], [2][2], and [3][3].

Therefore, A^n will have 1's at the diagonal starting from [1][1] until [n][n]. The off-diagonal elements in the matrices will have a multiple of b, based on the row and column.

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The two numbers are -15 and -7.

We have,

To solve this problem, we need to find two numbers that multiply to 105 and add up to -22.

We can start by listing the factors of 105: 1, 3, 5, 7, 15, 21, 35, and 105.

Then, we can try adding pairs of factors to see if we get -22.

We have the system of equations:

xy = 105

x + y = -22

We can solve for one variable in terms of the other using the second equation:

y = -22 - x

Then, we can substitute this into the first equation:

x(-22 - x) = 105

Expanding and rearranging, we get:

x² + 22x + 105 = 0

Now, we can use the quadratic formula to solve for x:

x = (-22 ± √(22² - 4(1)(105))) / 2

x = (-22 ± 4) / 2

x = -15 or x = -7

Thus,

The two numbers are -15 and -7.

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Answer:

Our calculator limits your interest deduction to the interest payment that would be paid on a $1,000,000 mortgage. Interest rate: Annual interest rate for this

Step-by-step explanation:

Answer:

Area = 8 sq cm

Step-by-step explanation:

This shape is a parallelogram. Its like a rectangle that got tipped over. Area is:

base × height.

We don't know the base that is on the bottom of the image as it is shown. But if you turn it sideways, the 4 can be the base and the 2 is the height.

Area = b × h

= 4 × 2

= 8

The area is 8 sq cm.

Answer:i think its 115 degres

Step-by-step explanation:

Answer: Veronica is not correct

Explanation:

The AAA theorem, aka the AA theorem, only applies to similar triangles. We cannot use it to prove two triangles are congruent or not. We would need to know info about at least one pair of sides. So based on this diagram, we don't have enough information to know if triangle HAT is congruent to triangle PAM or not.

A similar example to this is to consider two equilateral triangles. Let's call them triangle A and triangle B. If equilateral triangle A has side lengths of 2, and has side lengths of 10, we can see that the triangles are not congruent. However, the triangles are similar because the corresponding angles equal one another. One triangle is a scaled copy of the other. This example is a counterexample as to why the AAA theorem is not a valid congruence theorem.

Using compatible numbers and adjusting them helps us to perform mental math and make calculations faster. This method also helps us to estimate answers and check if the actual answer is reasonable or not.

To find sums, I would prefer to use the method of using compatible numbers and adjusting. The reason behind this is that it can help me to perform mental calculations and solve mathematical problems faster.What are compatible numbers?Compatible numbers are numbers that are close to the actual numbers, but are easier to work with mathematically. They are rounded numbers that make it easier to perform mental math. Once we have the answer, we can adjust it to get the correct answer.To solve an addition problem using compatible numbers, we choose numbers close to the actual numbers in the problem. For example, if we are adding 45 and 32, we can round the numbers to 50 and 30. Then we add 50 and 30 to get 80, which is the compatible number sum. But this is not the actual answer because we rounded the numbers, so we need to adjust. We subtract 5 from 50 and add 3 to 30 to get 45 and 33, respectively. Then we add the adjusted numbers (45 and 33) to get the correct answer, which is 78.Using compatible numbers and adjusting them helps us to perform mental math and make calculations faster. This method also helps us to estimate answers and check if the actual answer is reasonable or not.

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9514 1404 393

Answer:

Step-by-step explanation:

We can let x and y represent the costs of packages of white chocolate chip and gingerbread cookie dough, respectively. Then the two sales can be represented by ...

  11x +2y = 225

  8x +10y = 326

__

There are several ways a system of equations like this can be solved. One of my favorites is to use a graphing calculator (see attached).

We can also use substitution. We see that the coefficients of y are simply related, so we can use ...

  2y = 225 -11x . . . . from equation 1

  8x +5(2y) = 326 . . . rearrange equation 2

  8x +5(225 -11x) = 326 . . . . substitute for 2y

  -47x +1125 = 326 . . . . simplify

  799 = 47x . . . . . . . add 47x-326

  17 = x . . . . . . . . . . . divide by 47

  2y = 225 -11(17) = 38

  y = 19 . . . . . . divide by 2

The package costs are ...

  white chocolate chip dough: $17

  gingerbread dough: $19.

The price vectors a. p₁ = 3 and p₂ = 2, Mary will consume only good 1.

Here we have the Utility function as

U(x₁ , x₂) = 3x₁ + x₂

From the given utility function we can clearly see that these goods are substitutes for each other

Now,

δU/δx₁ = 3

δU/δx₂ = 1

Hence we get the Marginal Rate of Substitution or MRS

\(=- \frac{\delta U/ \delta x_1 }{\delta U/ \delta x_2}\)

= -3

The MRS signifies that for every additional unit of 1, Mary is willing to give up 3 units of good 2

|MRS| = 3

For Mary to only consume good 1, |MRS| > p₁/p₂

Hence here we get the p/p ratio for the 4 price vectors to be

a. 3/2 = 1.5

b. 10/3 = 3.33

c. 4

d. 15.4 = 3.75

Hence we can clearly say that for the price vectors p₁ = 3 and p₂ = 2, Mary will consume only good 1.

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Answer:

Rewrite the given equation so that it is in slope-intercept form.

-x + 2y = 6

Add x to both sides.

2y = x + 6

Divide both sides by 2.

y= 1/2x + 3

If a line is perpendicular to another line, the slope is a negative reciprocal/opposite. For example, the negative reciprocal of 3 would be -1/3. you put on negative sign in front of the number and then flip the numerator and the denominator. The negative reciprocal of 1/2 is -2.

So far the equation is, y=-2x+b. To find the value of b, substitute the given point into the equation.

8=-2(1)+b

8=-2+b

Add 2 to both sides.

10=b

So the equation of the line is y=-2x+10.

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The confidence level of the given confidence interval is 10%. The question asks us to determine the confidence level of the given confidence interval for the average height of 4-year Christmas trees.

The confidence level represents the level of certainty we have in the estimated interval.

We are given the following information from the sample of 20 trees:

Sample mean height = 25.25 cm

Sample standard deviation = 4.5 cm

Length of confidence interval = 2.673

The length of the confidence interval is given by the formula:

Length of CI = 2 * (Standard Error) * (Critical Value)

The standard error represents the standard deviation of the sampling distribution of the mean and is calculated as follows:

Standard Error = Sample Standard Deviation / sqrt(n)

In this case, the sample standard deviation is 4.5 cm and the sample size is 20. Therefore, the standard error is 4.5 / sqrt(20) = 1.0075 cm.

Rearranging the formula for the length of the confidence interval, we can solve for the critical value:

Critical Value = (Length of CI) / (2 * Standard Error)

Plugging in the values, we have:

Critical Value = 2.673 / (2 * 1.0075) ≈ 1.327

The confidence level is equal to 1 minus the significance level (alpha) associated with the critical value. We can look up the significance level in a standard normal distribution table or use statistical software.

Using a standard normal distribution table, we find that the critical value of 1.327 corresponds to a significance level of approximately 0.90. Therefore, the confidence level of this confidence interval is 1 - 0.90 = 0.10 or 10%.

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The possible locations of another vertex are: (14, 8), (6, 0), (-2, 8), and (6, 16).

To find the location of another vertex of the square, we need to use the information given.

We know that the square has a perimeter of 32, which means that all four sides of the square are equal in length.

Since the perimeter is the sum of all four sides, each side of the square has a length of 32/4 = 8 units.

One vertex is given as (6, 8). Since the sides of the square are equal in length, we can determine the location of another vertex by considering the possible positions of the other three sides.

Let's analyze the possible positions of the sides based on the given vertex (6, 8):

1. If the other vertex is located to the right of (6, 8), the x-coordinate would be 6 + 8 = 14.

2. If the other vertex is located below (6, 8), the y-coordinate would be 8 - 8 = 0.

3. If the other vertex is located to the left of (6, 8), the x-coordinate would be 6 - 8 = -2.

4. If the other vertex is located above (6, 8), the y-coordinate would be 8 + 8 = 16.

Therefore, the possible locations of another vertex are: (14, 8), (6, 0), (-2, 8), and (6, 16).

The possible locations of another vertex of the square, given the information provided, are (14, 8), (6, 0), (-2, 8), and (6, 16).

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The polynomial f(x) = x² - 3x⁵ + 4x - x⁷ - 44 has a total of 7 complex zeros. According to the Fundamental Theorem of Algebra, the total number of complex zeros of f(x) is equal to its degree.

The Fundamental Theorem of Algebra states that every non-constant polynomial equation with complex coefficients has at least one complex root.

Moreover, the number of complex roots (counting multiplicity) is equal to the degree of the polynomial.

In the given polynomial

f(x) = x² - 3x⁵ + 4x - x⁷ - 44,

we can see that the highest power of x is 7. Therefore, the degree of the polynomial is 7.

According to the Fundamental Theorem of Algebra, the total number of complex zeros of f(x) is equal to its degree, which in this case is 7.

So there are a total of 7 complex zeros for the polynomial f(x)=x²-3x⁵+4x-x⁷-44.

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