Could someone please help. please help asap I need it. see picture...
find the​ x- and​ y-intercepts
and write The equation in standard form with integer coefficients

Answer:

12x + 3 = 12x + x

Step-by-step explanation:

Because if we keep both x on each side equal to each other, we will always get a no-solution equation, so in this case, I add x.

Therefore , the solution of the given problem of interest rate is  total amount in the bank at the end of one year​ is GH¢840.

An interest rate tells us how high the cost of borrowing is, or high the rewards are for saving. So, if one is a borrower, the interest rate is the amount he/she is charged for borrowing money, shown as a percentage of the total amount of the loan.

Using the interest rate formula, we get the interest rate, which is the percentage of the principal amount, charged by the lender or bank to the borrower for the use of its assets or money for a specific time period. The interest rate formula is Interest Rate = (Simple Interest × 100)/(Principal × Time).

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The distance from the beaver dam back to its starting point is 4.1 miles

The Pythagoras theorem is a mathematical statement that specifies the connection of the sides of a right triangle. It asserts that "the  length of the hypotenuse squared is equal to the sum of the length of the opposite and the adjacent squared."

Mathematically;

hyp² = opp² + adj²

From the image attached below, the distance from the beaver dam back to the starting point is the hypotenuse of the triangle formed.

Thus;

hyp² = 2.3²  + 3.4²

hyp² = 5.29 +  11.56

hyp = √16.85

hyp = 4.1

Therefore, we can conclude that the distance from the beaver dam back to its starting point is 4.1 miles.

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The number of teachers in the school is given as follows:

9 teachers.

To obtain the number of teachers in the school, we apply the proportions in the problem, first finding the number of markers per teacher, and then dividing the total number of markers by the number of markers per teacher to obtain the number of teachers.

15 markers were given to each of the three teachers, hence the number of markers per teacher is given as follows:

15 markers.

These 15 markers to the three teachers give a total of 45 markers, and 90 markers are remaining, hence the total number of markers is given as follows:

45 + 90 = 135 markers.

There are 135 markers, and each teacher gets 15 markers, hence the number of teachers in the school is obtained as follows:

135/15 = 9 teachers.

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Item a the probability that the sum is not 4 and Item b is the probability that the sum is greater than 5.

A probability is the number of desired outcomes divided by the number of possible outcomes.

Item a:

There are 3 outcomes in which the sum is 4: (1,3), (2,2), and (3,1).

Thus, there are 36 - 3 = 33 outcomes in which the sum is not 4.

The probability is:

p=P/T=33/36

=92%

33/36=92%

the probability that the sum is not 4.

Item b:

There are 6 outcomes in which the 4 or less: (1,1), (1,2), (1,3), (2,1), (2,2), and (3,1).

Thus, there are 36 - 6 = 30 outcomes in which the sum is greater than 4.

The probability is:

p=P/T=30/36

=83%

30/36=83% the probability that the sum is greater than 5.

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Answer:

Step-by-step explanation:

a

lll

Option D is correct, the population variance is 16.

Given that  a population of N = 100 scores has mean µ = 30 and standard deviation σ = 4.

We have to find the  population variance.

The population variance (σ²) is calculated as the square of the standard deviation (σ).

In this case, since the standard deviation (σ) is given as 4, we can find the population variance as follows:

Population variance (σ²) = (Standard deviation)²

= 4²

= 16.

Therefore, the population variance is 16. Hence, the correct option is D) 16.

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Six factorial (6!) is equal to six multiplied by five multiplied by four multiplied by three multiplied by two multiplied by one, divided by three multiplied by two multiplied by one expression  (3 × 2 × 1).

6! (6-3)!

= 6 × 5 × 4 × 3 × 2 × 1 / 3 × 2 × 1

= 6 × 5 × 4 / 3 × 2 × 1

= 120 / 6

= 20

6! (6-3)! is a mathematical expression that can be simplified by breaking it down into two parts. The first part is 6! which stands for 6 factorial and is equal to 6 multiplied by 5 multiplied by 4 multiplied by 3 multiplied by 2 multiplied by 1. The second part is (6-3)! which stands for (6 minus 3) factorial and is equal to 3 multiplied by 2 multiplied by 1. When these two parts are combined, the expression can be simplified to 6 × 5 × 4 divided by 3 × 2 × 1, which equals 120 divided by 6, which is equal to 20.

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You use Descartes's rule of signs to find complex roots by locating the polynomials.

Descartes' rule of signs is a useful tool for finding complex roots of polynomial equations. This technique can help you identify the possible number of positive, negative, and imaginary roots of a given polynomial equation.

To use the rule of signs, first you must identify the polynomial's leading coefficient, degree, and number of sign changes in the coefficients. The leading coefficient indicates the highest degree of the polynomial, and the degree indicates the number of roots the equation has.

Finally, the number of sign changes in the coefficients is used to determine the number of positive, negative, and imaginary roots the equation has. With these values, you can determine the number of complex roots the equation has by applying Descartes' rule of signs.

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The 3 types of data types are

1. Primitive data types:

2. Composite data types

3. Derived data types:

Primitive data types are the most basic data types. They include boolean, character, integer, floating-point, and void values. Boolean values are either true or false, while character values are single characters. Integer values are whole numbers, while floating-point values are fractional numbers. Void values indicate that no value is present.

Composite data types are composed of other data types, such as arrays, records, and classes. Arrays are collections of data elements that can be of any data type. Records are collections of related data elements, such as student records consisting of a name, address, and phone number. Classes are collections of data elements and related functions that can be used to create objects.

Derived data types are those that are derived from other data types, such as pointers, references, and enumerations. Pointers are variables that store the memory address of another variable. References are similar to pointers in that they point to the memory location of another variable, but they do not require the use of the asterisk operator. Enumerations are types that consist of a set of named constants.

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The 3 types of data types are

1. Primitive data types:

2. Composite data types

3. Derived data types:

The most fundamental data types are primitive data types. Boolean, character, integer, floating-point, and void values are among them. Character values are single characters, whereas boolean values can only be either true or false. While floating-point values are fractional numbers, integer values are full numbers. The absence of a value is indicated by void values.

Composite data types, like arrays, records, and classes, are made up of other data types. Collections of data elements known as arrays can contain any data type.

Records are groups of connected data items, such as a name, address, and phone number for students' records. Classes are groups of linked functions and data items that can be utilized to build objects.

Data types that are derived from other data types, such as pointers, references, and enumerations, are known as derived data types. Pointers are variables that keep track of another variable's memory address.

References and pointers both lead to a different variable's memory location, however references do not call for the asterisk operator. Types known as enumerations are collections of named constants.

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If you know the value of x, you can substitute it into the equation and get the perimeter of the larger triangle.

What is the equilateral triangle?

An equilateral triangle is a type of triangle in which all three sides have the same length. The three angles in an equilateral triangle are also congruent and measure 60 degrees each. This means that all the angles in an equilateral triangle are always equal to 60 degrees. An equilateral triangle can also be referred to as an equiangular triangle.

The diagram shows two proportional right triangles, with triangle ABC and triangle DEF.

We know that AB = 6, AC = 10, and BC = 8 for triangle ABC, and EF = 16 for triangle DEF.

Since the two triangles are similar and proportional, the ratio of the corresponding sides is the same for both triangles.

We know that AB/EF = AC/EC = BC/DE

Since we know that AB = 6 and EF = 16, we can calculate the value of DE (the length of the hypotenuse of the larger triangle) using the proportion:

6/DE = 16/x

We can solve for DE by multiplying both sides by x:

DE = 16 * 6 / x

Now we can calculate the perimeter of the larger triangle by adding the lengths of all three sides:

Perimeter = DE + DE + 16 = (16 * 6 / x) + (16 * 6 / x) + 16

However, if you know the value of x, you can substitute it into the equation and get the perimeter of the larger triangle.

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Answer:

Variable: m

3 more than twice as many ringtones as Mary:

3+2m

3+2(5)

3+10

13

Step-by-step explanation:

Answer:

I got you

Step-by-step explanation:

The variable m represents the number of ringtones Mary has. The algebraic expression for this phrase is 2m + 3, where m is the number of ringtones Mary has. If Mary has 5 ringtones, then the total amount of ringtones is 2*5 + 3 = 13.

Hope this helps and let me know if you need me to explain something further!

Answer:

w = .03v + 925

Step-by-step explanation:

3% as a decimal is .03.

He gets a flat 925 + 3% of value of the ads.

An equation of the line that passes through the point (6,3) and is parallel to the line x+3y=24 is x+3y=33.

To calculate this equation, we must first consider the parameters of the line x+3y=24. This equation can be rearranged to solve for y, which gives us y=8-1/3x.

Now, we need to find the slope of the line, which we can calculate using the two points (6,3) and (8,0). Using the slope formula (rise/run), we calculate the slope as m=(3-0)/(6-8) = -3/2. We now know that the slope of the line is -3/2.

Next, we need to use the point-slope formula (y-y1=m(x-x1)) to calculate the equation for the line that passes through (6,3) and has a slope of -3/2. Plugging in the values, we get y-3=-3/2(x-6). Simplifying, we get 2y=-3x+33. Rearranging gives us x+3y=33.

Therefore, the equation of the line that passes through the point (6,3) and is parallel to the line x+3y=24 is x+3y=33.

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An equation of the line that passes through the point (6, 3) and is parallel to the line x + 3y = 24 is y = -1/3 x + 5

In this question we have been given an equation of line x + 3y = 24

We need to find an equation of the line that passes through the point (6, 3) and is parallel to the given line x + 3y = 24

Let m1 be tha slope of the required line and m2 be the slope of line x + 3y = 24

We write  equation of line x + 3y = 24 in slope-intercept form.

x + 3y = 24

3y = 24 - x

y = (24 - x)/3

y = 8 - x/3

y = -1/3 x + 8

so, m2 = -1/3

We know that the slopes of parallel lines are equal.

So, m1 = m2

m1 = -1/3

i.e.,, the slope of the required line is -1/3

We know that the point - slope form of equation of line is:

(y - y1) = m(x - x1)

Let (x1, y1) = (6, 3)

Substituting values in above equation,

(y - 3) = -1/3(x - 6)

y - 3 = -1/3x + 1/3 (6)

y - 3 = -1/3 x + 2

y = -1/3 x + 2 + 3

y = -1/3 x + 5

Therefore, equation of the required line is y = -1/3 x + 5

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Based on the sequence formula, the number of cubes in the 5th pattern is 9

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

Number of cubes in the nth pattern = 2n - 1

Also from the question, we have the pattern to be the 5th pattern

This means that n = 5

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

Number of cubes in the 5th pattern = 2 * 5 - 1

Evaluate the product

Number of cubes in the 5th pattern = 10 - 1

Evaluate the difference

Number of cubes in the 5th pattern = 9

Hence, the number of cubes is 9

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Complete question

a pattern using cubes is shown to the right. the number of cubes at a particular place in the pattern can be calculated using the expression. 2n-1 the variable n represents the place in the pattern

How many cubes are in the 5th pattern

A nonagon, sometimes known as an enneagon or a 9-gon, is a nine-sided polygon. In other words, a nonagon is a closed shape, two-dimensional figure with nine sides.

Assuming, of course, that you're in 2D. Your inquiry implies 2D because you mention "sides," however if you wanted to learn about 3D shapes, you would have asked about "faces," i.e., a nine-faced shape(solid), which is a "nonahedron". walterthewhale. September 11, 2011. It is an octagon.

A polygon with nine sides and nine angles is called a nonagon. Nonagon is created by adding the numbers nine and gon. A polygon is a closed, two-dimensional shape with three or more straight sides. Any object having straight edges, like a triangle or rectangle, is a polygon. Polygons do not include figures with open sides or any curved sides.

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Answer:

-9 + 3f

Step-by-step explanation:

Solve -9 + f + 2f.

1. Combine the like terms

= -9 + 3f

For this problem, just try substituting in the values.  I'll give you an example problem so you can do this on your own.  However, this looks like an exam.  If you wouldn't mind, please share whether or not this is an exam, and I can help you if it is homework.  :)

By using the quotient of powers property, we will see that the value of n must be 6.

Here we want to solve the equation below:

2.3 × 10^9 = (1 × 10^3)(2.3 × 10^n)

For the exponent n.

To fo so, we can start by dividing both sides by the first factor on the right side.

2.3 × 10^9 = (1 × 10^3)(2.3 × 10^n)

(2.3× 10^9)/(1 × 10^3) = 2.3 × 10^n

Remember the quotient between powers of the same base:

a^n/a^m = a^{n - m}

Then we will get:

(2.3× 10^9)/(1 × 10^3) = 2.3 × 10^n

(2.3/1)×(10^9/10^3) = 2.3 × 10^n

Now we can use the property written above:

2.3×10^{9 - 3} = 2.3 × 10^n

2.3×10^6 = 2.3×10^n

There we can see that the value of n must be 6.

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Answer:

11w + 9d  ≥ 130

Step-by-step explanation:

The amount of money that she makes from her jobs in total has to be greater than or equal to 130.

c) The inequalities are w + c ≤ 50, c  ≥  10, 35c +75w  ≥ 2350.

d) The coordinate of A is (15,35).

e) Jody invests 35 hours of work as a carpenter. He took less time to work as a carpenter than in web design. Because the earnings per hour in web design is more than a carpenter.

What is the solution to the system of equations?

A list of numbers x, y, z, etc. that simultaneously make all of the equations true is the solution of a system of equations. A system of equations' solution set is the whole of all possible answers. Finding all answers using formulas containing a certain number of parameters is known as solving the system.

Now solve the equations w + c ≤ 50 and 35c +75w  ≥ 2350.

Conver the inequality sign with an equal sign:

w + c = 50 ......(i)

35c +75w  = 2350  .....(ii)

Slove the equations by using the elimination method.

Multiply equation (i) by 35 and subtract it from equation (ii)

35c +75w  = 2350

35 w + 35c = 1750

______________

            40c = 600

c = 15

Putting c = 15 in the equation(i)

w + 15 = 50

w = 50 - 15

w = 35

The value of c is 15.

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The value of the t score for a 98% confidence interval when taking a sample of size 20 is 2.861.

The value of the t score for a 98% confidence interval when taking a sample of size 20 is 2.861. This calculation is based on the t-distribution, which is a probability distribution that is used to calculate confidence intervals. The t-distribution is used when the population standard deviation is unknown and the sample size is relatively small, which is the case for our sample size of 20. To calculate the t score, we need to first calculate the degrees of freedom, which is equal to n-1 = 20-1 = 19. Then, use this value of degrees of freedom to look up the relevant t score in a t-table. This will give us a t score of 2.861. This t score indicates the level of confidence that our sample mean is representative of the population mean. Therefore, when taking a sample of size 20 and calculating a 98% confidence interval, the t score we get is 2.861.

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Answer: Greatest common factor is x.

Step-by-step explanation:

([tex]x^2[/tex]) (4x)

Both terms share x.  x is the Greatest Common factor, and the only factor in this manner.

If you were to simplify and take out the x, you would have:

x  (x)*(4)

Answer:

The first 2 boxes are 56

The finale answer is 51/56

m=1 is the solution of the equation 3m+5=8

Two or more expressions with an Equal sign is called as Equation.

The given equation is 3m+5=8

Three times of m plus five equal to eight

In the given equation m is the variable and plus is the operator

3m+5=8

Subtract 5 on both sides

3m=3

Divide both sides by 3

m=1

Hence, m=1 is the solution of the equation 3m+5=8

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Answer:

78 degree is the correct answer.

Answer:

yes

Step-by-step explanation:

No

Maybe

The width of the rectangular garden is 11 feet

The formula for calculating the perimeter of a rectangle is expressed as;

Perimeter = 2(l+w)

Given that;

From the information given, we have that;

Now, substitute the values

50 = 2(8 + 2w + w)

add the like terms

50 = 2(8 + 3w)

expand the bracket

25 = 8 + 3w

collect like terms

3w = 33

Divide by the coefficient of w

w = 11 feet

Hence, the value is 11 feet

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The third side of the right angle triangle is 4√3 units.

A right triangle is a triangle that has one of its angles as 90 degrees. The sum of angles of a right triangle is 180 degrees.

Therefore, the sides of a right triangle can be found using Pythagoras's theorem.

Hence,

c² = a² + b²

where

The hypotenuse side is the longest side of a right triangle.

Therefore,

8² - 4² = b²

64 - 16 = b²

b² = 48

b = √48

b = √16 × 3

b = 4√3 units

Therefore,

third side =  4√3 units

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Can drive cannot drive row totals Likes to fly 0.60 / 0.55 = 1.09 0.09 Do not like to fly 0.18 / 0.45 = 0.40 0.40 Column totals 0.55 0.45 1.00

1. Calculate the relative frequency of those who like to fly and can drive by dividing the frequency of those who like to fly and can drive (0.60) by the total frequency of those who can drive (0.55).

0.60 / 0.55 = 1.09

2. Calculate the relative frequency of those who like to fly and cannot drive by dividing the frequency of those who like to fly and cannot drive (0.18) by the total frequency of those who cannot drive (0.45).

0.18 / 0.45 = 0.40

3. Enter the relative frequencies into the table.

Can drive cannot drive row totals Likes to fly 1.09 0.09 Do not like to fly 0.40 0.40 Column totals 0.55 0.45 1.00

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Students do not likes to fly, can drive is 0.13. Therefore, the completed  relative frequency table is given below.

In the given question, on a recent survey, students were asked if they like to fly and if they can drive.

We have to complete the relative frequency table, showing all necessary calculations.

From the table

Likes to fly

Row totals = Can drive + Cannot drive

0.32 + Cannot drive = 0.70

Subtract 0.32 on both side, we get

Cannot drive = 0.38

Can drive:

Column totals = Likes to fly + Do not likes to fly

0.32 + Do not likes to fly = 0.45

Subtract 0.32 on both side, we get

Do not likes to fly = 0.13

Cannot drive:

Column totals = Likes to fly + Do not likes to fly

0.38 + Do not likes to fly =0.55

Subtract 0.38 on both side, we get

Do not likes to fly = 0.55-0.38

Do not likes to fly = 0.17

Row totals = 0.13 + 0.17

Row totals = 30

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The complete question is:

On a recent survey, students were asked if they like to fly and if they can drive. The partial results are given in the relative frequency table.

Complete the relative frequency table, showing all necessary calculations.

                              Can drive              cannot drive              row totals

likes to fly                 0.32                                                           0.70

do not like to fly  

column totals           0.45                          0.55                          1.00

To dilate from the Y axis, you would use a transformation matrix with a scale factor of 1 for the X axis and a scale factor greater than 1 for the Y axis. For example, if you wanted to scale up by 2, the transformation matrix would look like this:

[1, 0]

[0, 2]

1. Begin by defining the point P(x, y) that you want to dilate.

2. Create a transformation matrix with a scale factor of 1 for the X axis and a scale factor greater than 1 for the Y axis. For example, if you wanted to scale up by 2, the transformation matrix would look like this:

[1, 0]

[0, 2]

3. Multiply the point P by the transformation matrix to obtain the new point P'(x', y'). For example, for the point P(2, 3) and the transformation matrix above, the new point P' would be P'(2, 6).

4. The new point P' is the result of dilating from the Y axis.

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