PLEASE HELP WITH THE 2

Answer:

Step-by-step explanation:

Slope = (-1-(-3))/(1-0) = 2

y = 2(x+3) = 2x+6

The amount saved per issue by paying the subscription price of the magazine is $9.6

The amount saved is calculated by subtraction of the total amount at regular newsstand for year from the one year subscription amount

At regular newsstand price is $4.25 per issue

since it is a monthly magazine the price for one year is

= 12 * 4.25

= 51

savings

= regular newsstand price -  one-year subscription

= 51 - 41.40

= 9.6

The savings is $9.6

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The rational expression is undefined when the denominator is equal to zero because division by zero is undefined in mathematics. Therefore, we need to find the values of x that make the denominator equal to zero.

The given rational expression is not provided in the question. However, in general, if the rational expression is of the form f(x) / g(x), where g(x) represents the denominator, then we need to solve the equation g(x) = 0 to find the values of x that make the denominator equal to zero.

If there exists one or more such values, then the expression is undefined at those values. If there is no value that makes the denominator equal to zero, then the expression is defined for all real values of x.

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Answer:

$18

Step-by-step explanation:

2/3($6) = $4

7/9($18) = $14

total = $18

The dimensions are;

Length = 7 meters

Width = 5 meters

The area of a rectangle is expressed as;

Area = length × width

From the information given, we have that;

Length = 2w - 3

Area = 65

Substitute the values

65 = (2w - 3)w

expand the bracket

65 = 2w² - 3w

solve the quadratic equation;

2w² + 13w - 10w - 65

Factorize the terms

w(2w + 13) - 5(2w + 13)

w = 5

Substitute the value

Length = 2w - 3 = 2(5) - 3 = 7

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To find the area of the surface given by z = f(x, y) \) that lies above the region  R. \(f(x, y) = 3+2 x^{3 / 2}\) is 1.

The surface area of the region bounded by the function z=f(x,y) and the region R defined by (0,0), (0,4), (6,4), (6,0) can be found using a double integral.

To find the surface area, we need to integrate the magnitude of the partial derivatives of f with respect to x and y, and then multiply by the square root of 1 plus the sum of the squares of these derivatives. Mathematically, the surface area can be expressed as:

\(\int\int R\sqrt{1+(fx(x,y)^2) + (fy(x,y)^2)}\)

where fx and fy represent the partial derivatives of f with respect to x and y, respectively, and dA is the area element in the xy-plane.

To evaluate this integral, we first need to determine the limits of integration. Since R is a rectangular region, we can set the limits of integration as: 0 ≤ x ≤ 4 and 4 ≤ y ≤ 0

We can then evaluate the partial derivatives of f and substitute them into the integral expression to obtain:

Surface area = \(\int\limit_0^4\int\limit_4^0 \sqrt{1+9x}/(4\sqrt{x} )^2=1dxdy\)

We can simplify this expression using algebraic manipulation and then evaluate the integral using appropriate integration techniques. The final result gives us the surface area of the region defined by z=f(x,y) and R.

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The sine x or sine theta can be defined as the ratio of the opposite side of a right triangle to its hypotenuse.

The sine function relates a real number t to the y-coordinate of the point where the corresponding angle intercepts the unit circle.

Trigonometric functions are also known as Circular Functions can be simply defined as the functions of an angle of a triangle. It means that the relationship between the angles and sides of a triangle are given by these trig functions.

Trigonometric functions are functions that relate an angle in a right angled triangle to the ratio of two of its sides. Sin , cos and tan are trigonometric functions.

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6and 7 tnks ME later. heh

Answer:

To solve the equation 2(4x - 1) = -10(x - 3) + 4, we can follow these steps:

Step 1: Distribute the 2 on the left side of the equation:

8x - 2 = -10x + 6 + 4

Explanation: When we distribute the 2, we get 2 * 4x - 2 * 1, which simplifies to 8x - 2.

Step 2: Combine like terms on both sides of the equation:

8x - 10x = 6 + 4 - 2

-2x = 8

Explanation: On the left side of the equation, we have 8x - 10x, which simplifies to -2x. On the right side of the equation, we have 6 + 4 - 2, which simplifies to 8.

Step 3: Divide both sides of the equation by -2 to solve for x:

x = -4

Explanation: When we divide both sides of the equation by -2, we get -2x / -2 = 8 / -2, which simplifies to x = -4.

Therefore, the solution to the equation is x = -4.

To solve the equation 2(4x - 1) = -10(x - 3) + 4,we can follow these steps:

Distribute the 2 on the left side of the equation:

8x - 2 = -10x + 6 + 4

When we distribute the 2, we get 2 * 4x - 2 * 1, which simplifies to 8x - 2.

Combine like terms on both sides of the equation:

8x - 10x = 6 + 4 - 2

-2x = 8

On the left side of the equation, we have 8x - 10x, which simplifies to -2x. On the right side of the equation, we have 6 + 4 - 2, which simplifies to 8.

Divide both sides of the equation by -2 to solve for x:

x = -4

When we divide both sides of the equation by -2, we get -2x / -2 = 8 / -2, which simplifies to x = -4.

Therefore, the solution to the equation is x = -4.

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The given infinite series Σ[infinity]n=1 3(1/4)ⁿ⁻¹ is a geometric series with a common ratio of 1/4. By using the formula for the sum of an infinite geometric series, the sum of this series is 4.

The given series can be written as Σ[infinity]n=1 3(1/4)ⁿ⁻¹. This is a geometric series with a common ratio of 1/4.

The formula for the sum of an infinite geometric series is S = a / (1 - r), where S is the sum, a is the first term, and r is the common ratio. In this case, the first term is 3 and the common ratio is 1/4.

Substituting these values into the formula, we get S = 3 / (1 - 1/4) = 3 / (3/4) = 4. Therefore, the sum of the given infinite series is 4.

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The average score for girls at the two schools combined is 82.

To understand how we arrived at this answer, let's analyze the given information step by step. The table provides the average scores for boys, girls, and boys and girls combined at Adams High School (Adams HS) and Baker High School (Baker HS). We are also given the average score for boys at the two schools combined.

Let's denote the average score for girls at Adams HS as "A" and at Baker HS as "B." We are asked to find the average score for girls at the two schools combined.

We know that the average score for boys at Adams HS is 71, at Baker HS is 81, and combined is 79. The average score for girls at Adams HS is 76, and at Baker HS is 90. The average score for boys and girls combined at Adams HS is 74, and at Baker HS is 84.

To find the average score for girls at the two schools combined, we can use the following equation:

(A + B)/2 = (74 + 84)/2

A + B = 158

Since we are looking for the combined average score for girls, we need to find the average of A and B. We can do this by dividing the sum of A and B (158) by 2:

(A + B)/2 = 158/2

A + B = 158

A = 158 - B

Now, let's substitute the value of A in terms of B into the equation:

158 - B + B = 158

B cancels out, leaving us with:

158 = 158

This equation is true, indicating that the value of B is not specified. Therefore, the average score for girls at the two schools combined can be any value. Consequently, we cannot determine a specific answer for the average score of girls at the two schools combined.

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Answer:

1/4

Step-by-step explanation:

The slope of a graph is always the rate of change for every value of x, in this case, days. Since she is adding 1/4 of a mile to her run each day, this means that the slope of this linear relationship is 1/4.

She increases a full mile in 4 days, just a little note.

T1 LEFT OUTER JOIN T2 ON T1.P = T2.A    T1.P T1.R T2.A T2.C10   B 6 NULL NULLNULL NULL NULL 7   C T2 JOIN (T1.P = T2.A AND T1.R = T2.C) T2    T1.P T1.R T2.A T2.CNULL NULL NULL NULL NULL NULL NULL NULL

Consider the two tables T1 and T2 and the operations performed on them. The results of the operations are shown above. In the first operation, a LEFT OUTER JOIN is performed on T1 and T2, where the join is made on the basis of T1.P = T2.A. In the second operation, a JOIN is performed on T1 and T2, where the join is made on the basis of T1.P = T2.A AND T1.R = T2.C. The keyword 'LEFT OUTER JOIN' has been bolded in the main answer, while 'JOIN' has been bolded in the supporting explanation.

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The population equation is P = 50,000 + 2,700x, representing linear growth. By substituting x = 6, the population in 2009 is estimated to be 66,200 based on the given growth rate.

Given that the population has been growing linearly, we can express the relationship between the population and the number of years since 2003 using a linear equation. We are told that in 2003, the population was 50,000, and it has been growing by 2,700 people each year.

To construct the equation, we consider the initial population in 2003 as the y-intercept, which is 50,000. The growth rate of 2,700 people per year corresponds to the slope of the line. Therefore, the equation for the population, P, x years after 2003 can be expressed as P = 50,000 + 2,700x.

To find the population in 2009, we substitute x = 6 into the equation and evaluate:

P = 50,000 + 2,700 * 6

P = 50,000 + 16,200

P = 66,200

Therefore, the population in 2009 is 66,200.

In further explanation, we can visualize the situation to understand the equation and its interpretation. We have a linear relationship between the population and the number of years since 2003. The equation P = 50,000 + 2,700x represents a straight line on a graph, where P is the dependent variable (population) and x is the independent variable (number of years after 2003).

The y-intercept of the line is 50,000, which corresponds to the initial population in 2003. This means that when x is zero (in 2003), the population is 50,000. The slope of the line is 2,700, indicating that for each year that passes, the population increases by 2,700 people.

By substituting x = 6 into the equation, we find the population in 2009. The value of x = 6 represents six years after 2003. Plugging it into the equation, we get P = 50,000 + 2,700 * 6 = 66,200. This means that in 2009, the population is estimated to be 66,200 people based on the given linear growth rate.

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Answer:

1 and 10 2 and 5

Step-by-step explanation:

1*10=10

2*5=10

1+1+1+1+1+1+1+1+1+1=10

2+2+2+2+2=10

5+5=10

Answer:

Answer: 1,10,2,5. please give 5 stars if helped. :)

Step-by-step explanation:

Answer:

42

Step-by-step explanation:

the angle next to it is 48⁰ and a triangles angles add up to 180 so 180-90-48=42

Yes, women save more money than men. The value of the test statistic for this hypothesis test is 1.93.

The hypothesis test used in this case is a two-sample t-test. This test is used to compare two independent means from two different groups. The null hypothesis states that there is no difference between the means of the two groups, while the alternative hypothesis states that there is a difference.  

To begin, the value of the test statistic must be calculated. The test statistic is calculated by subtracting the two means and dividing by the standard error. The standard error is calculated by taking the standard deviation of each group and dividing it by the square root of the sample size. So, for this hypothesis test, the test statistic is calculated as follows: (54 - 50) / (10/√25 + 5/√30) = 4 / (2.06) = 1.93.

To determine if women save more money than men, the test statistic must be compared to the critical value associated with the significance level. As the significance level is 0.01, the corresponding critical value is -2.575 and 2.575. Since the test statistic (1.93) is greater than the critical value (2.575), the null hypothesis can be rejected. This indicates that there is sufficient evidence to suggest that women save more money than men.

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Step-by-step explanation:

she can take 1 break halfway is number 3

23.25

The arrangement according to greatest to least is;

3.33 > 3.2 >  0.67 > - 3.14 > -4.

The given number are-

Cube root of 37, 16 over 5, negative four and two thirds, and negative pi.

This, could be written as;

Arrangement according to greatest to least (descending order);

3.33 > 3.2 >  0.67 > - 3.14 > -4.

Thus, the values as per the greatest to least are shown.

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The Macaulay duration of a bond is a measure of the weighted average time until the bond's cash flows are received.

To calculate the Macaulay duration, we need the bond's cash flows and the yield to maturity. In this case, the bond has a coupon rate of 12 percent, sells at a yield to maturity of 14 percent, and matures in 15 years. The second paragraph will explain how to calculate the Macaulay duration.

To calculate the Macaulay duration, we need to determine the present value of each cash flow and then calculate the weighted average of the cash flows, where the weights are the proportion of the present value of each cash flow relative to the bond's price.

In this case, the bond has a coupon rate of 12 percent, so it pays 12 percent of its face value as a coupon payment every year for 15 years. The final cash flow at maturity will be the face value of the bond.

To calculate the present value of each cash flow, we discount them using the yield to maturity of 14 percent.

Next, we calculate the weighted average of the cash flows by multiplying each cash flow by its respective time until receipt (in years) and dividing by the bond's price.

By performing these calculations, we can determine the Macaulay duration, which represents the weighted average time until the bond's cash flows are received.

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Answer:

\(= \frac{2m^2n^8}{3}\)

Step-by-step explanation:

Given expression is

\((\frac{4m^{-2}n^8}{9m^{-6}n^{-8}} )^{\frac{1}{2}\)

The correct simplified form is shown below:-

From the above equation, we will simplify

we will shift \(m^{-6}\) to the numerator and we will use the negative exponent rule, that is

\(= (\frac{4m^{-2}n^8m^6}{9n^{-8}} )^{\frac{1}{2}\)

now we will shift the \(n^{-8}\) to the numerator and we will use the negative exponent rule, that is

\(= (\frac{4m^{-2}n^8m^6n^8}{9} )^{\frac{1}{2}\)

here we will solve the above equation which is shown below

\(= (\frac{4m^4n^{16}}{9}) ^\frac{1}{2}\)

So,

\(= (\frac{(2)^2(m^2)^2(n^8)^2}{(3)^2} ^\frac{1}{2}\)

Which gives result

\(= \frac{2m^2n^8}{3}\)

Answer:

Step-by-step explanation:

True

True, Because when, Two chords in the same circle are congruent if and only if the associated central angles are congruent.

Since, The circle is a closed two dimensional figure , in which the set of all points is equidistance from the center.

In geometry,

A chord is any line segment that join two points on a circle while a central angle a central angle is an angle between two radii in a circle.

Two chords are congruent if they measure the same length and this occur if and only if the associated Central angles are congruent.

Now, To understand this, focus on the figures below.

The lines in red are chords and A and B are central angles.

The chords will be congruent if and only if the associated Central angles are congruent, that is,

⇒ A = B

Hence, Two chords in the same circle are congruent if and only if the associated central angles are congruent.

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Answer/Step-by-step explanation:

To turn any number into a science notation is first write the non-zero digits, placing a decimal after the first non-zero digit. Then, you count the number of digits you need to move the beginning decimal to get to where your decimal is now. If you move the decimal to the left, then your power is positive.

[RevyBreeze]

Consider the 4-digit number abcd. Putting it in scientific notation is a matter of moving the (invisible) decimal point to the left until you have a number between 1 and 10, then multiplying this number by an appropriate power of 10, equal to the number of positions that the point was moved.

In this case,

abcd = abcd . = a . bcd × 10³

The number of underlined digits is the number of positions you have to move the decimal point. The number a . bcd is called the mantissa.

For a number already containing a decimal point, like abc . def, we do the same thing:

abc . def = a . bcdef × 10²

For a number smaller than 1, such as 0.000abcd, we have to move the decimal to the right:

0.000abcd = 0000a . bcd = a . bcd × 10⁻⁴

As mentioned earlier, the mantissa is typically supposed to be between 1 and 10, which means that if you start with a number larger than 1, that number in scientific notation will involve multiplication by a positive power of 10. On the other hand, if you start with a number smaller than 1, the power of 10 will be negative. You can see this is true for each of the examples I've used here.

Part (a)

The angles would stay the same. This is because similar figures keep the same shape, but the size will shrink or grow.

A real world application is to simply move your head closer to the page and the figure will appear to get larger. The angles themselves stay the same but the side lengths will get larger.

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

Part (b)

While the angles stay the same under a dilation operation, the side lengths do not. As the instructions state: "The side lengths are 3 times longer" (paraphrased).

So we multiply each side length in the diagram by 3

Refer to the diagram below. I've used the resize feature to enlarge the image to make figure DEFG

We can see here that the volume of the inside of the box = 12.8cm³

In order to find the volume of the inside of the box, we need to find the volume of the larger pentagonal prism and subtract the volume of the smaller pentagonal prism.

Volume of pentagonal prism = 1/4 × √[5(5 + 2√5)a²h]

Where:

h = height of the prism,

a = length of one of the sides of the pentagon

Volume of larger pentagonal prism, V1:

h = 9

a = 6

Substituting into the formula, we have:

V1 =  1/4 × √[5(5 + 2√5)×6²×9]

= 1/4 × √(5 × 9.47 × 36 × 9)

= 1/4 × 123.86 = 30.97cm³

Volume of smaller pentagonal prism, V2:

h = 7

a = 4

Substituting into the formula, we have:

V2 =  1/4 × √[5(5 + 2√5)× 4² × 7]

= 1/4 × √(5 × 9.47 × 16 × 7)

= 1/4 × 72.82

= 18.21cm³

Thus, volume of the inside of the box = V1 - V2 = 30.97cm³ - 18.21cm³

=  12.8cm³ (to the nearest tenth).

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Answer:

C, 100 degrees

Step-by-step explanation:

180-80=100

The planet's a) size has virtually no effect on its structure.

The size of a planet does not affect its internal structure significantly because the same physical laws govern the formation and evolution of all planets. However, the size of a planet does have some impact on its atmosphere, gravity, and surface features.

For example, smaller planets may have weaker gravity, which makes it easier for gases to escape their atmosphere. Conversely, larger planets may have stronger gravity, which can compress their atmosphere and create more extreme weather patterns.

Overall, a planet's structure is primarily determined by its mass, composition, and magnetic field, rather than its size.

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The inequality that represents all the solutions of -2(3x + 6) ≥ 4(x + 7) is x ≤ -4

From the question, we have the following parameters that can be used in our computation:

-2(3x + 6) ≥ 4(x + 7)

Divide both sides of the inequality by -2

So, we have the following representation

3x + 6 ≤ -2(x + 7)

Open the brackets

This gives

3x + 6 ≤ -2x - 14

Add 2x to both sides of the inequality

So, we have the following representations

5x + 6 ≤ -14

Subtract 6 from both sides of the inequality

So, we have the following representations

5x ≤ -20

Divide both side of the inequality

x ≤ -4

Hence, the solution is x ≤ -4

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