- Phillip enjoys rock climbing on the weekends.
At some of the less challenging locations he
can climb upwards of 12 feet per minute.
What is the independent variable and what is the dependent variable

Answer:

y-4=-2(x-2) and y=-2x+8

Step-by-step explanation:

y=-2x+8 is correct because the slope is correct and the y-intercept is 8 as stated

y-4=-2(x-2) is correct because it uses a point given in the correct way and the slope is also correct

2x+y=8 is also correct because it can be converted to slope intercept form as y=-2x+8

The square base's side length is approximately 5.98 metres.

Using the formula for a pyramid's volume, we can get the side length of the pyramid's square base:

V = (1/3) * base_area * height

In this case, the volume of the pyramid is given as 119.07 cubic meters, and the height is given as 9 meters. Let's denote the side length of the square base as 's'. The base area may be determined using the formula because the base is square:

When the values are entered into the formula, we obtain:

119.07 = (1/3) * \(s^2\) * 9

To solve for \(s^2\), we can multiply both sides of the equation by 3/9:

(3/9) * 119.07 =\(s^2\)

Simplifying the left side:

35.721 =\(s^2\)

We can take the square root of both sides to determine the side length:

√35.721 = \(√s^2\)

s ≈ 5.98

As a result, 5.98 metres is about how long each side of the square base should be.

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Answer:

6x

Step-by-step explanation:

Assume starbucks has x customers in average

Dutch Bros should have 6x customers

Answer:

Its B

Step-by-step explanation:

28.4x

&

3x

&

9.5x

Step-by-step explanation:

Parallel lines cut by a transversal coloring activity is an activity that helps students understand the pattern of angles when parallel lines are cut by a transversal. The activity involves coloring the angles formed by the parallel lines and the transversal in different colors. This helps students identify the different types of angles formed and their relationships with each other.

We need to find which payment method gives us more money at the end of 100 days.

It is better to be paid by the payment method where there is an increase of  cents by 2 times in salary everyday.

First payment method

Earning $5 dollars per day for 100 days.

So, total amount at the end of 100 days is \(5\times 100=\$500\)

Second payment method

Earning 10 cents on day 1 and an additional 10 cents after each day.

So,

a = First element of sequence = 0.05$

r = Common ratio = \(\dfrac{0.10}{0.05}=\dfrac{0.20}{0.10}=2\)

n = Number of terms = 100

\(S_n=\dfrac{a(r^n-1)}{r-1}\\ =\dfrac{0.05(2^{100}-1)}{2-1}\\ =\$6.38\times 10^{28}\)

So, in the second payment method an \(\$6.38\times 10^{28}\) is earned.

Hence, the second payment method is better.

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Answer:

B

Step-by-step explanation:

Answer:

( 1 5/6+7 1/3) x ( 1 1/5 - 1/10) = 44/15 as an improper fraction, or 2 14/15 as a mixed number.

Step-by-step explanation:

First, let's simplify the mixed numbers by converting them to improper fractions:

15/6 + 7/3 = (15x2)/(6x2) + (7x2)/(3x2) = 30/12 + 14/12 = 44/12

1 1/5 - 1/10 = (5/5 x 1) + 1/5 - 1/10 = 5/5 + 2/10 - 1/10 = 9/10

Now we can perform the multiplication:

(44/12) x (9/10) = (11x4)/(3x2) x (9/10) = 44/6 x 9/10 = (22x2)/3 x 9/10 = 44/15

So ( 1 5/6+7 1/3) x ( 1 1/5 - 1/10) = 44/15 as an improper fraction, or 2 14/15 as a mixed number.

Answer:

\(\frac{605}{60}\) or \(10\frac{5}{60}\)

Step-by-step explanation:

First, convert the mixed fractions to improper fractions:

\((\frac{11}{6} +\frac{22}{3} )*(\frac{6}{5} -\frac{1}{10} )\)

Then find the LCM of the denominators of the first fractions ( 6 ):

\((\frac{11}{6} +\frac{44}{6} )*(\frac{6}{5} -\frac{1}{10} )\)

Then add the numerators:

\((\frac{55}{6} )*(\frac{6}{5} -\frac{1}{10} )\)

After that, find the LCM of the denominators of the second fractions ( 10 ):

\((\frac{55}{6} )*(\frac{12}{10} -\frac{1}{10} )\)

Then deduct the values:

\(\frac{55}{6} *\frac{11}{10}\)

Finally, multiply the values:

\(\frac{605}{60}\) or \(10\frac{5}{60}\)

Answer:

C. 2 \(\frac{1}{4}\)

Step-by-step explanation:

First, calculate the amount of clay that both groups used in total. We can find this by multiplying the amount by the number of students.

Used 3/4 of a pound:

3/4(4) = 3 pounds

Used 1/4 of a pound:

1/4(3) = 3/4 pound

Now, subtract:

3 - 3/4 = 2 and 1/4

Answer

i got it right

C. 2

Answer: 1,250,000

Step-by-step explanation:

Answer:

2350

Step-by-step explanation:

Answer:

2350

Step-by-step explanation:

You just add both of the apple and cranberry juice together then subtract by 1900.

Answer:

B

Step-by-step explanation:

See attached image.  Enter the data for each option to see which one results in the correct water levels.

Ratio of rise to run between the points (-2, 8) and (4, -3) = -11/6

To find the ratio of rise to run between two points, we need to calculate the difference in the y-coordinates (rise) and the difference in the x-coordinates (run) between the two points.

Given points:

Point 1: (-2, 8)

Point 2: (4, -3)

Rise = difference in y-coordinates = y2 - y1 = -3 - 8 = -11

Run = difference in x-coordinates = x2 - x1 = 4 - (-2) = 6

Therefore, the ratio of rise to run can be calculated as:

Ratio of rise to run = Rise / Run = -11 / 6

Thus, the ratio of rise to run between the points (-2, 8) and (4, -3) is -11/6.

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Answer:

C)9,5,1,3

a1=9

a2=a(2-1)-4= a1-4= 9-4=5

a3=a(3-1)-4= a2-4= 5-4=1

Hope this will help :-)

Answer:

  a) 489.77 ft from friend

  b) 470.80 ft from cliff

Step-by-step explanation:

Given a man on a 135 ft cliff sees his friend at an angle of depression of 16°, you want to know the distance of the man from his friend, and the distance of the friend from the cliff.

The relevant trig relations are ...

  Sin = Opposite/Hypotenuse

  Tan = Opposite/Adjacent

The 135 ft height of the cliff is modeled as the side of a right triangle that is opposite the angle of elevation from the friend to the top of the cliff. (See attachment 2.) That angle is the same as the angle of depression from the top of the cliff to the friend.

The hypotenuse of the triangle is the distance between the man and his friend. The side of the triangle adjacent to the friend is the distance to the cliff.

Using the above relations, we have ...

  sin(16°) = (cliff height)/(distance to friend)

  tan(16°) = (cliff height)/(distance to cliff)

Solving for the variables of interest gives ...

  distance to friend = (cliff height)/sin(16°) = (135 ft)/sin(16°) ≈ 489.77 ft

  distance to cliff = (cliff height)/tan(16°) = (135 ft)/tan(16°) ≈ 470.80 ft

The ma is 489.77 ft from his friend; the friend is 470.80 ft from the cliff.

__

Additional comment

The distances are given to more decimal places than necessary so you can round the answer as may be required.

<95141404393>

Answer:The probability of choosing a card that is not a club on the first draw is 26/52, since there are 26 cards that are not clubs in the deck. The probability of choosing a card that is not a club on the second draw, assuming that the first card was not a club and was replaced, is also 26/52.

Step-by-step explanation:

Therefore, the probability of choosing at least one club in the two draws is:

1 - (26/52 x 26/52) = 1 - (676/2704) = 1 - 0.25 = 0.75

So the answer is three fourths (3/4).

Answer:

x=11

Step-by-step explanation:

Answer:

x=11

Step-by-step explanation:

10x-4+5x+19=180

Combine like terms

15x+15=180

      -15    -15

15x=165

divide by 15

x=11

Given how difficult continuous variation traits are to name and track, Mendal probably would not have discovered as many relationships or his work would have been much more difficult.

Mendel presented the findings of his research with around 30,000 pea plants to the neighborhood Natural History Society in 1865. He proved that qualities are faithfully passed on from parents to children in dominant and recessive patterns, regardless of other traits. Peas have two identical or homologous copies of each chromosome, one from each parent, making up their genetic composition. Peas are diploid organisms because each homologous pair of chromosomes contains the identical linear arrangement of genes. Almost all mammals and numerous other plants have this trait.

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Answer:

A

Step-by-step explanation:

\( - 3(2x + 8) \\ = - 3(2x) - 3(8) \\ = - 6x - 24\)

Answer:

\(r = 3.63 (approximately)\)

Step-by-step explanation:

\(r^{3} = 47.77\\\)

\(r = \sqrt[3]{47.77} \\r = 3.63...\)

Answer:

65° or 115°

Step-by-step explanation:

there is no picture but if

mEDB looks like mCDB then its 65°

but if they dont look alike then

180-65=115

straight line is 180°

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The radius of the smaller windmill with a circumference of about 376 feet is D. 60 feet.

The radius of a circle represents the distance from the center of the circle to any point on its circumference.

The radius can be determined by dividing the circumference by 2π.

r = C/2π

r = radius

C = circumference

π = pi (22/7 or 3.143)

The circumference of the large windmill = 660 feet

The diameter = 210 feet

The circumference of the small windmill = 376

The radius of the circumference = 376 ÷ 2(22/7)

= 60 feet

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The expressions are;

1) 25 + x/10

2) 3x/10 - 20

3) 21 + x/10

Fractions are a way of representing a portion or part of a whole. They are written as a numerical value, called the numerator, over another numerical value, called the denominator, separated by a horizontal line.

The numerator represents the number of parts being considered, while the denominator represents the total number of parts that make up the whole.

Fractions can be used to represent various types of quantities, such as parts of a whole, ratios, and probabilities.

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The pieces of cloth are beyond the standard at 0.05 level of significance.

We can use a one-sample t-test to determine if the mean length of the 35 pieces of cloth is significantly different from the standard length of 3.25 meters.

The null hypothesis is that the mean length of the cloth pieces is equal to the standard length:

H0: μ = 3.25

The alternative hypothesis is that the mean length of the cloth pieces is greater than the standard length:

Ha: μ > 3.25

We can calculate the test statistic as:

t = (x - μ) / (s / √n)

where x is the sample mean length, μ is the population mean length (3.25 meters), s is the sample standard deviation (0.52 meters), and n is the sample size (35).

Plugging in the values, we get:

t = (3.52 - 3.25) / (0.52 / √35) = 3.81

Using a t-table with 34 degrees of freedom (n-1), and a significance level of 0.05 (one-tailed test), the critical t-value is 1.690.

Since our calculated t-value (3.81) is greater than the critical t-value (1.690), we reject the null hypothesis and conclude that the mean length of the 35 pieces of cloth is significantly greater than the standard length at the 0.05 level of significance.

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Answer:

Radius = 2

Step-by-step explanation:

x² + y² - 10x + 8y + 37 = 0

Regroup terms

(x² - 10x) + (y² + 8y) = -37

Complete the square

(x² - 10x + 5²) + (y² + 8y + 4²) = -37 + 5² + 4²

(x² - 5)² + (y² + 4)² = 2²

Center (5,-4)

The equivalent expression is (5x + 2)(x + 1)

Algebraic expressions are mathematical expressions that comprises of variables, terms, coefficients, factors and constants.

Also, note that equivalent expressions are defined as expressions having the same solution but differ in the arrangement of its variables.

From the information given, we have that;

5x²+2=-7x

Put into standard form

5x² + 7x + 2 = 0

To solve the quadratic equation, we have to find the pair factors of the product of 5 and 2 that sum up to 7, we have;

Substitute the values

5x² + 5x + 2x + 2 = 0

group in pairs

(5x² + 5x) + ( 2x + 2 ) = 0

factorize the expression

5x(x + 1) + 2(x + 1) = 0

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