which graph shows the solution set for -5/2x-3<_2?

Answer:

2x+6

Step-by-step explanation:

add the numbers:7x+6-5x

combine the like terms:7x+6-5x

2x+6

Answer:

B

Step-by-step explanation: dilated means get bigger so (0,10) times 3 is (0,30) and (8,6) times 3 is (24,18) and (4,2) times 3 is (12,6)

pls mark me branliest

Answer: B

Step-by-step explanation:

it's very much correct :)

The end of the 48-inch long treadmill is raised approximately 8.36 inches.

The incline of the treadmill is given as 10 degrees.

We can use trigonometry to calculate the height of the end of the treadmill.

The height (h) can be found using the formula h = l * sin(θ), where l is the length of the treadmill and θ is the angle of inclination.

Substitute the values into the formula:

h = 48 inches * sin(10 degrees)

Calculate the sine of 10 degrees using a calculator:

sin(10 degrees) ≈ 0.1736

Multiply the length of the treadmill by the sine of the angle:

h = 48 inches * 0.1736 ≈ 8.36 inches

The end of the 48-inch long treadmill is raised approximately 8.36 inches when set at an incline of 10 degrees.

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10. a. The sequence is arithmetic as the difference between the next term and the previous term is constant.

b. The 200th term of the sequence is 1382.

c. 100 is not a member of the sequence.

11. a. u₁ is even and d is also even.

b. u₁ is odd and d is even.

An arithmetic sequence is a set of numbers in which every no. next to the previous number has the same common difference

d = aₙ - aₙ₋₁ = aₙ₋₁ - aₙ ₋₂.

In a geometric sequence numbers are written in the same constant ratio(r).

It means every next number is a multiple of a common constant and the previous number.

r = aₙ/aₙ₋₁ = aₙ-₁/aₙ₋₂.

Given, u₁ = - 12 and uₙ₊₁ = uₙ + 7.

So,

u₂ = u₁₊₁ = - 12 + 7 = - 5.

Similarly, u₃ = - 5 + 7 = 2 and u₄ = 9.

So, The terms have a common difference o 7 and hence it is an arithmetic sequence.

We know, uₙ = u₁ + (n - 1)d.

Therefore, u₂₀₀ = u₁ + (200 -1)×7.

u₂₀₀ = - 12 + 199×7.

u₂₀₀ = - 12 + 1393.

u₂₀₀ = 1382.

Now, Determining whether 1000 is a member of the sequence.

Let, 1000 = - 12 + (n - 1)×7.

1012 = 7n - 7.

1019 = 7n, Here is not completely divisible hence 1000 is not a member of the sequence.

11. When all the terms of an AP is even the first term u₁ is even and the common difference would also be even and when all the terms of an AP are odd the first term u₁ would be odd and the common difference d would e even, as odd - odd = even.

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Answer:

I just did for your previous posting.

Answer:

g > -1

Step-by-step explanation:

g + 6 > 5

You want g alone on the3 left side.

6 is being added to g, so subtract 6 from both sides of the inequality.

g + 6 - 6 > 5 - 6

g > -1

Answer:

m=7/36

Step-by-step explanation:

we need two points in order to find the ratio of the change in y and change in x, which is the slope

m=(y-y1)/(x-x1) (you can choose any point as y1 but be careful that you use the corresponding x1 value in the denominator)

m=(11-4)/(17-(-19))

m=7/36

Answer:

6

Step-by-step explanation:

Answer:

w=6

Step-by-step explanation:

(backwards method)

13-7=6

so

w=6

Answer:

D

Step-by-step explanation:

Let me know if I was right :( don't be mean pls

Ratios are comparative estimates of the quantity of one thing to another, and they're used to evaluate data and other numbers. A ratio is essentially a proportion of two amounts, and it can be computed using division. Ratios are used in a variety of fields, including finance, science, and engineering, to compare data and assess changes over time.

Ratios are comparative estimates of the quantity of one thing to another, and they're used to evaluate data and other numbers. A ratio is essentially a proportion of two amounts, and it can be computed using division. Ratios are used in a variety of fields, including finance, science, and engineering, to compare data and assess changes over time. They may also be used to forecast future results and make strategic decisions.

Ratios can be used to calculate stock prices, determine company performance, evaluate investment returns, and more.

Ratio = Part / Whole

For example, if a company has 50 employees, and 25 of them are female, the ratio of females to males would be 25:25, or 1:1. The numerator is the number of females, and the denominator is the total number of employees. Ratios can be expressed in a variety of ways, including as fractions, decimals, and percentages. The usefulness of ratios is that they allow us to compare data in a meaningful way. They can reveal trends and patterns in data that might not be visible otherwise.

Ratios can be useful in a variety of applications. In finance, for example, ratios can be used to evaluate a company's profitability, liquidity, and efficiency. In science, ratios can be used to measure the concentration of a solution or the strength of a magnetic field. In engineering, ratios can be used to evaluate the strength of materials or the efficiency of a machine.In conclusion, finding ratios of given data is an essential aspect of various fields. Ratios allow us to compare data in a meaningful way and can reveal trends and patterns that may not be visible otherwise. They can be used in finance, science, and engineering to evaluate performance, efficiency, and much more.

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(stolen)

The most common form of explicit proof in highschool geometry is a two column proof consists of five parts: the given, the proposition, the statement column, the reason column, and the diagram (if one is given).

Answer:

Proofs contain given information and a statement to be proven. You use deductive reasoning to create an argument with justification of steps using theorems, postulates, and definitions. Then you arrive at a conclusion.

Step-by-step explanation:

EDGE 2020

The individual counted a higher ratio of cars to trucks  at the second rest stop, since 17/22 was larger than 3/4.

At the first rest stop, the ratio of cars to trucks was 15:20 or 3:4. At the second rest stop, the ratio of cars to trucks was 17:22 or 17/22. Since 17/22 is larger than 3/4, the individual counted a higher ratio of cars to trucks at the second rest stop. To illustrate this using formulas, we can divide the number of cars by the number of trucks at each rest stop. This gives us 15/20 = 0.75 for the first rest stop and 17/22 = 0.77 for the second rest stop. Since 0.77 is greater than 0.75, the individual counted a higher ratio of cars to trucks at the second rest stop.

At the second rest stop, the individual counted a higher ratio of cars to trucks.The individual counted a higher ratio of cars to trucks  at the second rest stop, since 17/22 was larger than 3/4.

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Answer:

B. Freedom of the press

Step-by-step explanation:

The freedom of the press is the principle that communication and expression through media like printed and electronic media should be considered a right to be exercised freely.

In your problem, they are confiscating this media and violating this right.

Answer:

350 kilómetros por hora son 97,2222 metros por segundo ;)

The result of converting 350 km/h to meter per second is 97.22 m/s.

To convert from kilometers per hour (km/h) to meters per second (m/s), you need to apply the conversion factor.

The conversion factor for this conversion is 1 km/h = 0.2778 m/s.

To convert 350 km/h to m/s, multiply 350 by the conversion factor:

350 km/h×0.2778 m/s

= 97.22 m/s

Therefore, the result of converting 350 km/h to m/s is approximately 97.22 m/s.

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If Cody was 10 %, percent taller than he was on the first day of school last year then he was 150 cm tall on the first day of school last year.

 To find out the height of Cody on the first day of school last year, we need to perform a calculation as follows:

           Let's say their height of Cody on the first day of school last year is 'x'.

           His height of Cody on the first day of school this year is 165 cm.

           Cody is 10% taller than he was on the first day of school last year, so:

                      165 = x + (10% of x)

    Simplifying this equation will give

                        165 = x + 0.1 x 165

                               = 1.1xx

                               = 150

           Therefore, Cody was 150 cm tall on the first day of school last year.

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Answer:

no cap -check ur test thingy i got the answer from yahoo asks its x^2+6x+5

Step-by-step explanation:

The number of paths passing from A to B if we pass through the edge at most once is 3.

Since we have that paths from A to B in the shape of triangles, we desire to find the number of paths from a to B if we travel along the edges at most once.

Now,

So, we see that there are 3 paths passing from A to B if we pass through the edge at most once.

Thus, there are 3 paths passing from A to B if we pass through the edge at most once.

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The solution to the literal equation is y = x - 2.

To solve inequality in y, we need a number such that the assertion holds if we replace y with that number. Isolating the variable on one side of the inequality and leaving the other terms constant is the first step in resolving the inequality.

From the given information:

4x + 1 = 9 + 4y

To solve for y, we have to switch the sides:

9 + 4y = 4x + 1

Subtract 9 from both sides

9 - 9 + 4y = 4x + 1 - 9

4y = 4x - 8

Divide both sides by 4

\(\dfrac{4y}{4}= \dfrac{4x}{4}-\dfrac{8}{4}\)

y = x - 2

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Answer:

C.  The y-intercept of b is equal to the y-intercept of a.

Step-by-step explanation:

The statement describes the relationship between the intercepts of functions a and b is the y-intercept of b is equal to the y-intercept of a.

We have given that,

The graph

We have to determine,

The statement describes the relationship between the intercepts of functions a and b.

The meaning of intercept is to stop, seize, or interrupt in progress or course or before arrival.

Therefore from the graph, the correct statement is C that is

The y-intercept of b is equal to the y-intercept of a.

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The value of a = -2 and b = 3.

What is a system of equations?

A finite set of equations for which common solutions are sought is referred to in mathematics as a set of simultaneous equations, often known as a system of equations or an equation system.

Here, we have

Given: 3a - 5b = -26, a + 2b = 6

We have to solve this equation.

3a - 5b = -26...(1)

a + 2b = 6...(2)

Now we multiply equation (1) by 2 and equation (2) by 5 and we get

6a - 10b = -52....(3)

5a + 10b = 30....(4)

After solving equations (3) and (4), we get

11a = -22

a = -2

Now we put the value of 'a' in equation(3) and we get

6(-2) - 10b = -52

-10b = -52 + 12

-10b =  -30

b = 3

Hence, the value of a = -2 and b = 3.

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The solution is :

To get to system B the second equation in system A was replaced by the sum of that equation and the first equation multiplied by 4. The solution to system B is the same as the solution to system A.

Here, we have,

A system of equations and it’s solution are given below.

System A.

x-y=3

-2x+4y=-2

Solution: (5,2)

Complete the sentences to explain what steps were followed to option the system of equations below.

System B

x-y=3

2x=10

To get to system B the (first/second) equation in system A was replaced by the sum of that equation and the (first/second) equation multiplied by (4....2.....-3) . The solution to system B (is/ is not) the same as the solution to system A.

Solution:

To get system B:

First write the first equation in system A. x - y = 3

Multiply the second equation in system A by 4 and add to the first equation in system A to get:

2x = 10

x = 10/2 = 5

Put x = 5 in x - y = 3

5 - y = 3

y = 5 - 3 =2

The solution to system B is the sam as that of system A

To get to system B the second equation in system A was replaced by the sum of that equation and the first equation multiplied by 4. The solution to system B is the same as the solution to system A.

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Answer:

x= 3

Step-by-step explanation:

12x-12x= 2x 1+5=6

2x=6

x=3

Answer: x=3

Step-by-step explanation:

(10x+1)=(12x-5) (you make them equal because they are vertical)

-2x+1=-5

-2x=-6

x=3

I'm not really sure but I tried, sorry.

Answer:A 1.23 x 102hr

Step-by-step explanation:

It will take 1.23 x 10^2 hours to fill a cylinder-shaped vat.

What is the volume of the cylinder?

A cylinder's volume is π r² h, and its surface area is 2π r h + 2π r².

The volume of the cylinder-shaped vat can be calculated as follows:

V = π * r^2 * h

= π * 32.5^2 * 33.9 ft^3

The mass of the liquid in the vat can be calculated as the product of its volume and density:

m = d * V

= 1.77 g/mL * π * 32.5^2 * 33.9 ft^3

The time it takes to fill the vat can be calculated as the ratio of the mass of the liquid to the rate at which it is spilling out of the hose:

t = m / (12,757.9 g/s)

Converting the volume to liters, the density to kg/m^3, and the time to hours, the answer is approximately 1.23 x 10^2 hours.

Hence, it will take 1.23 x 10^2 hours to fill a cylinder-shaped vat.

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The polynomial for the area of the square is A(x) = x^2

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

Shape = square

Side length = x

The area of the square is

Area = Side length^2

Substitute the known values in the above equation, so, we have the following representation

Area = x^2

Express as a function

A(x) = x^2

Hence, the function is A(x) = x^2

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The characteristic polynomial is 0, which implies that the system is not stable.

To derive the equations for the diagram shown in the figure, let's analyze each component:

Input: R(s)

Feedback signal: C(s)

Error: E(s)

Actuator: M(s)

Plant transfer function: G(s)

Disturbance input: D(s)

Controller transfer function: F(s)

Output: Y(s)

Based on the diagram, we can write the equations:

Error equation:

E(s) = R(s) - C(s)

Actuator equation:

M(s) = K * E(s)

Plant equation:

Y(s) = G(s) * M(s)

Output equation:

C(s) = Y(s) + D(s)

Now, let's substitute the corresponding expressions from the given equation:

C(s) = 15s + 2

M(s) = 4 * C(s) + 3s + 1

Substituting M(s) into the output equation:

C(s) = G(s) * (4 * C(s) + 3s + 1) + D(s)

Simplifying the equation:

C(s) = 4 * G(s) * C(s) + 3 * G(s) * s + G(s) + D(s)

Rearranging the equation:

C(s) - 4 * G(s) * C(s) = 3 * G(s) * s + G(s) + D(s)

Factoring out C(s):

C(s) * (1 - 4 * G(s)) = 3 * G(s) * s + G(s) + D(s)

Dividing both sides by (1 - 4 * G(s)):

C(s) = (3 * G(s) * s + G(s) + D(s)) / (1 - 4 * G(s))

Therefore, the equation for C(s) is:

C(s) = (3 * G(s) * s + G(s) + D(s)) / (1 - 4 * G(s))

The characteristic polynomial can be obtained by setting the denominator equal to zero:

1 - 4 * G(s) = 0

Solving for G(s):

4 * G(s) = 1

G(s) = 1/4

Therefore, the characteristic polynomial is:

1 - 4 * (1/4) = 0

Simplifying:

1 - 1 = 0

The characteristic polynomial is 0, which implies that the system is not stable.

The complete question is:

Derive the output C(s), error E(s), and actuator M(s) equations for the diagram in the figure, and obtain the characteristic polynomial.

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Two length of the same frequency and amplitude moving in opposite directions combine to form a standing wave, which appears to be stationary. Given that the pool in this instance is 24 m long and has six loops, the wavelength is 4 m.

Wavelength = Length of Pool / Number of Loops

24 m / 6 loops

= 4 m

Wavelength

= 4 m

Two waves of the same frequency and amplitude moving in opposite directions combine to form a standing wave, which appears to be stationary. A stationary wave pattern is produced when the two waves collide and interfere with one another. Six loops make up the 24 m-long pool in this instance. As a result, the standing wave's wavelength is equal to the pool's length divided by the number of loops, or 24 m / 6 = 4 m. This indicates that the standing wave's wavelength is 4 metres. Standing waves can be used to determine a wave's speed because they are equal to wavelength times frequency. Understanding how waves behave in various contexts, such as swimming pools, oceans, or other bodies of water, can be helped by this.

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The indicated operation R₂ ↔ R₃ for the given matrix results as,

R₁ : 2  -1  -4  |  7

R₂ : -1  2  1  |  -1

R₃ : 3  4  5  |  5

Given a system matrix.

There are three rows,

R₁ : 2  -1  -4  |  7

R₂ : 3  4  5  |  5

R₃ : -1  2  1  |  -1

Here, the operation is R₂ ↔ R₃, that is, R₂ and R₃ has been interchanged.

So the elements in R₂ goes to R₃ and elements in R₃ goes to R₂.

So the matrix becomes,

R₁ : 2  -1  -4  |  7

R₂ : -1  2  1  |  -1

R₃ : 3  4  5  |  5

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