The ordered pairs for two points are listed in the table. What is the equation, in slope-intercept form, of the line that contains these points? A. y = x + 1 B. y = -x – 1 C. y = -x + 1 D. y = x – 1

X Y
1 -2
4 -5

Answer:

Following are the answer to this question:

In question, a) ordinal.

In question, b) ratio .

In question, c) true.

Step-by-step explanation:

For its "ordained" existence, regular data is used to conduct surveys and questionnaires. To identify respondents into different categories, a quantitative methodology is employed to sufficient excess.

Its ratio data is defined as a statistical method with the same features as continuous variables, that recognize the proportion of each data to an absolute null as its source. In many other words, the meaning of the line graph may not be positive.

Its newest program gives the gap between exits data.

Answer:

Step-by-step explanation:

First, add each number in the set of data. Then, divide the sum by the count of numbers in the data set.

example:

DATA SET:

5 4 7 6

MEAN STEP 1:

5 + 4 + 7 + 6 = 22

MEAN STEP 2:

Since there are four numbers in the data set, divide 22 by four.

Answer:

Sample Answer: First, find the mean of the data set by averaging. Next, find the absolute deviations for each data point. That is, find the distance each point is from the mean. Then find the mean of the absolute deviations.

Which did you include in your explanation? Check all that apply.

Find the mean of the set of data.

Find the absolute deviations for each point.

Absolute deviation is a data point’s distance from the data set’s mean.

Find the mean of the absolute deviations.

Answer:

Anything with 2 Yellow and more than 3.5 Blue

Step-by-step explanation:

The answer is pretty obvious, but I will give a more mathimatical explanation that is easy to understand.  The ratio is saying that for every 2 units of yellow, there are 3.5 units of blue.  You can find ratios that are the same but use more/ less  amounts.  So if you use 4 units of yellow and 7 of blue it is the same ratio.  

If you multiply both parts of the ratio (or divide) by the same number you will always get the same ratio.  So if you want something more blue (or yellow) you just have to keep one the same while increasing the one you want to have more effect.  

Answer:

28.3 (explaination below)! :)

Step-by-step explanation:

Use the formula for cicrumfrence: C=2πr

Radius can be found by splitting the given number in half, (unless you were given the radius already, then you'd just multiply by 2).

Plug in our numbers. C= 2π4.5

Then, multiply.

You'd get 28.27433388230814.

Rounding to the first decimal place, you'd have a final answer of  28.3.

Hope this helps!

The domains amortized expense be after one year is $27.80, the correct option is C

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

We are given that;

The expenditure of sami= $250

Now,

To calculate the amortized expense of the domain name, we need to divide the total cost by the number of years before it needs to be renewed or sold. In this case, Sami spent $250 and has nine years before renewal, so the annual amortized expense will be:

$250 / 9 = $27.78

Rounding this to the nearest cent

Therefore, by algebra the answer will be $27.78.

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Another possible vertex of the square is determined as (2, 1).

option B is the correct answer.

The vertex of a figure is the point of intersection of two sides of the shape.

The perimeter of the square is given as 12 units, the length of each side of the square is calculated as follows;

P = 12 units

a side length = 12 units / 4 = 3 units

To determine another possible vertex of the square, the length between the points must be equal to 3.

Let's consider point A;

A = (1, 2)

given vertex = (-1, 1)

distance between the points = √ (-1 -1)² + (1 - 2)² = √5

Let's consider point B;

B = (2, 1)

given vertex = (-1, 1)

distance between the points = √ (-1 -2)² + (1 - 1)² = √9 = 3

Thus, point B is another possible vertex of the square.

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Answer: 1/3

Step-by-step explanation: The only option would be two and that has a 1/3 chance of occuring.

In both the U.S.A. and England, there are only two days of the year that share the same symbol: May 2 (5/2) and February 5 (5/2).

In the United States, the symbol 5/2 is interpreted as the 5th month and 2nd day, representing May 2. On the other hand, in England, 5/2 denotes the 5th day and 2nd month, indicating February 5. To determine how many days of the year have the same symbol in both countries, we need to find the dates that match.

In the U.S., there are 12 months, so there are 12 possible combinations with 5 as the month. However, only May 2 (5/2) coincides with the English interpretation.

In England, there are 31 days in January, so there is no match with the American format. However, in February, there are 28 days (or 29 in a leap year), and February 5 (5/2) aligns with the American interpretation.

Hence, there are only two days of the year that share the same symbol in both the U.S. and England: May 2 (5/2) and February 5 (5/2).

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Answer:

2

Step-by-step explanation:

4+x=6 = 6-4=x

x=2

Answer:

2

Step-by-step explanation:

6-4=2

x=2

4+2=6

Given:

Three integers, a, b, and c, where c is a positive integer.

The product of a and b is 6.

The product of a and c is -4.

The product of b and c is -6.

To find:

The values of a,b and c.

Solution:

According to the given information:

\(ab=6\)        ...(i)

\(ac=-4\)       ...(ii)

\(bc=-6\)      ...(iii)

From (ii), we get

\(a=-\dfrsc{4}{c}\)          ...(iv)

From (iii), we get

\(b=-\dfrsc{6}{c}\)         ...(v)

Putting \(a=-\dfrsc{4}{c}\)  and \(b=-\dfrsc{6}{c}\) in (i), we get

\(\dfrac{-4}{c}\times \dfrac{-6}{c}=6\)

\(\dfrac{24}{c^2}=6\)

\(\dfrac{24}{6}=c^2\)

\(4=c^2\)

Taking square root on both sides, we get

\(\pm \sqrt{4}=c\)

\(\pm 2=c\)

It is given that c is a positive integer. So, it cannot be negative and the only value of c is \(c=2\).

Putting \(c=2\) in (iv), we get

\(a=-\dfrsc{4}{2}\)

\(a=-2\)

Putting \(c=2\) in (v), we get

\(b=-\dfrsc{6}{2}\)

\(b=-3\)

Therefore, the values of a,b,c are \(a=-2,b=-3,c=2\).

The correct option is the fourth one, the slope and y-intercept are different.

Here we have the linear equation:

3x - 5y = 4

We know that it is dilated by a scale factor of 5/3, so let's find the dilation.

We can rewrite the linear equation as:

-5y = 4 - 3x

y =  (3/5)x - 4/5

Now let's apply the dilation:

y = (5/3)*[ (3/5)x - 4/5]

y = x - 4/3

Then we can see that the slope and the y-intercept are different, the correct option is 4.

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The best description of the function of the nervous system among all the options is to respond to external stimuli.

Your nervous system is your body’s command center. Originating from your brain, it controls your motions, studies, and instinctive reactions to the humankind around you. It too controls distinct body systems and processes, similar to digestion, breathing, and sexual growth( puberty). conditions, accidents, poisons, and the natural aging course can compromise your nervous system.

Thus, option D is correct in that the nervous system is responsible to respond to external stimuli.

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Answer:

x=9

Step-by-step explanation:

x+18=2x+9

-x       -x

18=x+9

-9     -9

9=x

x=9

The error found in the simplification of the expression is grouping of unlike terms and required equivalent expression for 6 - 2x + 5 + 4x is equal to 11 + 2x.

Expression is equals to ,

6 - 2x + 5 + 4x

His works are,

6-2x+5+4x

(6 - 2)x + (5 + 4 )x

4x + 9x

13x

Tyler's work is incorrect.

Error is need to group like terms.

He made a mistake when he combined the constants 6 and 5 without taking into account the terms with x.

The correct simplification should be,

6 - 2x + 5 + 4x

Collect like terms we have,

= (6 + 5) + (-2x + 4x)

= 11 + 2x

The final expression is 11 + 2x, not -13x as Tyler calculated.

To write an expression equivalent to 6 - 2x + 5 + 4x that only has two terms,

Combine the terms with x and the constant terms separately,

6 - 2x + 5 + 4x

= (6 + 5) + (-2x + 4x)

= 11 + 2x

An equivalent expression with only two terms would be,

11 + 2x

Therefore, the error in the expression is grouping of unlike terms and equivalent expression is 11 + 2x.

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The above question is incomplete, the complete question is:

Tyler is simplifying the expression 6 - 2x + 5 +4x.

Here is His work:

6-2x+5+4x

(6 - 2)x + (5 + 4 )x

4x + 9x

13x

A. Tyler's work is incorrect. Explain his error he made

B. Write an expression equivalent to 6 - 2x + 5 +4x That only has two terms.

There are a total of 3! x 2! x 4! = 288 different ways that the 3 people from England, 2 people from California, and 4 people from Mexico can randomly sit down in adjacent seats at a concert. To explain this, we can use the concept of factorials.

Factorials (denoted with an exclamation mark, like 3!) are the product of a number and all numbers below it. So 3! = 3 x 2 x 1 = 6.
Using this concept, we can calculate the total number of possible seating arrangements in this situation. The 3 people from England have 3 possible seating arrangements, the 2 people from California have 2 possible seating arrangements, and the 4 people from Mexico have 4 possible seating arrangements. This means that there are 3! x 2! x 4! = 288 different ways they can sit down in adjacent seats at a concert.

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Answer: Its is 1

Step-by-step explanation:

Answer: 104

Step-by-step explanation:

In a two-way ANOVA, the sum of squares can be calculated for each of the factors and their interaction. The sum of squares for each factor represents the variation in the dependent variable that can be attributed to that particular factor. Therefore, the sum of squares for a two-way ANOVA can be found by calculating the sum of squares for each factor and their interaction.

To find the sum of squares for a two-way ANOVA, follow these steps:

Calculate the grand mean, which is the overall mean of the dependent variable.

Calculate the sum of squares for each factor. This can be done by calculating the sum of the squared deviations of each level of the factor from the grand mean, and then summing these squared deviations across all levels of the factor. The sum of squares for factor A (SSA) and factor B (SSB) can be calculated as follows:

SSA = Σ(∑Xij – (∑Xj/n))^2 / (r * n)

SSB = Σ(∑Xij – (∑Xi/n))^2 / (c * n)

Where Xij is the value of the dependent variable for the ith level of factor A and the jth level of factor B, n is the total number of observations, r is the number of levels for factor A, and c is the number of levels for factor B.

Calculate the sum of squares for the interaction between factor A and B (SSAB) by summing the squared deviations of each cell mean from the corresponding row mean, column mean, and grand mean, and then summing these squared deviations across all cells. The formula for SSAB is as follows:

SSAB = ΣΣ(Xij – Xi – Xj + X)^2 / ((r-1) * (c-1))

Where Xij is the value of the dependent variable for the ith level of factor A and the jth level of factor B, Xi is the mean of the ith level of factor A, Xj is the mean of the jth level of factor B, and X is the grand mean.

Calculate the residual sum of squares (SSE) by subtracting the sum of squares for factor A, factor B, and their interaction from the total sum of squares (SSTO):

SSE = SSTO – SSA – SSB – SSAB

Verify that the sum of squares for each factor and their interaction, plus the residual sum of squares, equals the total sum of squares:

SSTO = SSA + SSB + SSAB + SSE

Therefore, to find the sum of squares in a two-way ANOVA, calculate the sum of squares for each factor and their interaction, and the residual sum of squares using the above steps.

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Answer:

21 is your answer

Step-by-step explanation:

The combination formula is used to calculate the number of ways to choose r items from a set of n items without regard to order. The formula is:

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

where n is the total number of items and r is the number of items to be chosen.

Using this formula, we can solve the problem when n = 7 and r = 5 as follows:

C(7,5) = 7! / (5! * (7-5)!)

= (7 x 6 x 5 x 4 x 3 x 2 x 1) / [(5 x 4 x 3 x 2 x 1) x (2 x 1)]

= (7 x 6) / (2 x 1)

= 21

Therefore, there are 21 ways to choose 5 items from a set of 7 items without regard to order.

The Cartesian coordinates for the second point are approximately (-0.944 m, 3.010 m). The distance between the two points is approximately 3.411 m.

To convert polar coordinates to Cartesian coordinates, we can use the following formulas:

x = r * cos(θ)

y = r * sin(θ)

where r is the radial distance and θ is the angle in radians.

(a) For the first point (3.00 m, 40.0°):

x = (3.00 m) * cos(40.0°)

y = (3.00 m) * sin(40.0°)

Evaluating these expressions:

x ≈ 2.289 m

y ≈ 1.922 m

So the Cartesian coordinates for the first point are approximately (2.289 m, 1.922 m).

For the second point (3.50 m, 100.0°):

x = (3.50 m) * cos(100.0°)

y = (3.50 m) * sin(100.0°)

Evaluating these expressions:

x ≈ -0.944 m

y ≈ 3.010 m

So the Cartesian coordinates for the second point are approximately (-0.944 m, 3.010 m).

(b) To determine the distance between these two points, we can use the distance formula:

Distance = \(√((x2 - x1)^2 + (y2 - y1)^2)\)

Plugging in the values:

Distance = \(√((-0.944 m - 2.289 m)^2 + (3.010 m - 1.922 m)^2)\)

Evaluating this expression:

Distance ≈ \(√((-3.233 m)^2 + (1.088 m)^2)\)

Distance ≈ \(√(10.46 m^2 + 1.183 m^2)\)

Distance ≈ \(√(11.643 m^2)\)

Distance ≈ 3.411 m

So the distance between the two points is approximately 3.411 m.

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Answer:

14.99d

Step-by-step explanation:

If each DVD costs 14.99 each, you have to multiply 14.99 by the amount she bought, or d.

14.99d

We return "Yes"; otherwise, we return "No".

What is probability?

Probability is a measure of the likelihood of an event occurring. It is expressed as a number between 0 and 1, where 0 means that the event is impossible and 1 means that the event is certain to occur.

To solve this problem, we can work backward from (c,d) to (a,b) and check if each step is valid. Specifically, we can use the following observations:

If c < a or d < b, it is impossible to reach (c,d) from (a,b) using the given operations.

If c - a = d - b, we can reach (c,d) from (a,b) using only the second operation. Specifically, we can perform the operation (a, a+b) repeatedly until we reach (c,d).

If c - a != d - b, we can reach (c,d) from (a,b) using a combination of the two operations. Specifically, we can perform the first operation (a,b) -> (a+b,b) repeatedly until we get to a point where c - a = d - b, and then use the second operation to get to (c,d).

Here, we first check if it is impossible to reach (c,d) from (a,b) using the observations above. If not, we perform the second operation as many times as possible to reduce the difference between c and a, and d and b. Once this is done, we check if we have arrived at (a,b).

Therefore, we return "Yes"; otherwise, we return "No".

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We determine the cumulative weight retained at each sieve and then calculate the cumulative percentage passing by dividing the cumulative weight passing by the total weight of the sample and multiplying by 100.

To calculate the percentage passing for each sieve size in a sieve analysis, we need to determine the cumulative percentage passing at each sieve size.

The sieve analysis provides information about the particle size distribution of an aggregate sample. It involves passing the sample through a series of sieves with different mesh sizes, and measuring the amount of material retained on each sieve.

To calculate the percentage passing, we first need to determine the cumulative weight retained at each sieve size. This is done by subtracting the weight retained on a particular sieve from the weight retained on the previous sieve.

Once we have the cumulative weight retained, we can calculate the cumulative percentage passing by dividing the cumulative weight passing by the total weight of the sample and multiplying by 100.

Here is an example:

Sieve Size (mm) | Weight Retained (g)

4.75 | 50

2.36 | 30

1.18 | 20

0.6 | 15

0.3 | 10

0.15 | 5

To calculate the cumulative percentage passing:

Calculate the cumulative weight retained:

Cumulative weight retained at sieve 4.75 mm = 50 g

Cumulative weight retained at sieve 2.36 mm = 50 g + 30 g = 80 g

Cumulative weight retained at sieve 1.18 mm = 80 g + 20 g = 100 g

Cumulative weight retained at sieve 0.6 mm = 100 g + 15 g = 115 g

Cumulative weight retained at sieve 0.3 mm = 115 g + 10 g = 125 g

Cumulative weight retained at sieve 0.15 mm = 125 g + 5 g = 130 g

Calculate the cumulative percentage passing:

Cumulative percentage passing at sieve 4.75 mm = (Total weight - Cumulative weight retained) / Total weight * 100 = (130 g - 50 g) / 130 g * 100 = 61.54%

Cumulative percentage passing at sieve 2.36 mm = (130 g - 80 g) / 130 g * 100 = 38.46%

Cumulative percentage passing at sieve 1.18 mm = (130 g - 100 g) / 130 g * 100 = 23.08%

Cumulative percentage passing at sieve 0.6 mm = (130 g - 115 g) / 130 g * 100 = 11.54%

Cumulative percentage passing at sieve 0.3 mm = (130 g - 125 g) / 130 g * 100 = 3.85%

Cumulative percentage passing at sieve 0.15 mm = (130 g - 130 g) / 130 g * 100 = 0%

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(4x+2+x^2-1)(-4)=(x^2+4x+1)(-4)=(-4)^2+4(-4)+1

=16-16+1

=1

The 90% confidence interval for 22 student with mean 5.6 feet and standard deviation 0.1 feet is [5.563, 5.637].

A confidence interval is a range of values that can include the real value of the parameter being researched in statistics. It is created using observed data and estimated at a chosen degree of confidence. The confidence level, such as a 95% confidence level, refers to the accuracy of the estimating process rather than the degree of assurance that the computed confidence interval accurately represents the real value of the parameter under investigation. Prior to computing the confidence interval, the desired confidence level is selected. It displays the percentage of confidence intervals that, when formed given the selected confidence level across an infinite number of independent trials, will include the parameter's actual value.

Here,

n=22

mean=5.6 feet

standard deviation= 0.1 feet

confidence interval=90%

z at 90%= 1.65

=5.6±1.65*0.1/√22

=[5.563, 5.637]

For 22 students with a mean height of 5.6 feet and a standard deviation of 0.1 feet, the 90% confidence interval is [5.563, 5.637].

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According to above figure,

(3x - 5)° = 85°

because they form pair of corresponding Angles.

Answer:

30

Step-by-step explanation:

w // V and t is transversal. So, corresponding angles are equal.

3x  - 5 = 85

Add 5 to both the sides

3x = 85 + 5

3x = 90

Divide both sides by 3

x = 90/3

x = 30