What is necessary step for constructing parallel lines 4 points?

The expression is 9 (3s) + 2 (-t) is solved to give a value of -82

The given expression 9(3s) + 2 (-t) in the problem is solved by substitution of the given values.

substitution involves replacing a quantity with another equivalent quantity aimed at maintaining a true equation.

The given values are :

9 * (3s) + 2 (-t)

s = 1/2

t = -3

substituting the given values we have:

= 9(3s) + 2 (-t)

= (9 * (3 * -3)) + 2 * (- 1/2)

= 9 * (-9) + (-1)

= - 81 - 1

= -82

The solution of the equation is - 82

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The answer to if there will be any ice cream left, given the amount of ice cream that Yasmine purchased and the pints to each guest, is no.

First, convert the amount of ice cream that Yasmine bought, to a decimal so that it can be worked on with more ease.

19 1 / 2 pints of ice cream :

= 19 + 1 / 2

= 19 + 0. 5

= 19. 5 pints

If each guest got 3 / 4 pints, then there would be some ice cream left if there is a remainder :

= 19 . 5 ÷ 3 / 4

= 19. 5 x 4 / 3

= 26 guests

There is therefore no ice cream left.

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Answer:

The answer would be D since the y intercept is at -5 and the slope it's 3/2

Answer:

0.91

Step-by-step explanation:

The overlapping grid space represents the product of 1.3 and 0.7

1.3 * 0.7

= 0.91

Answer:

D. 0.91

Step-by-step explanation:

The statement that correctly describes the graph is Scott pays his nephew $10 per hour, and he initially had $900 for extra labor. The correct option is c.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

From the graph, the two points are (0, 900) and (800, 10). Then the slope of the line is given as,

m = (900 - 800) / (0 - 10)

m = - 100 / 10

m = - 10 dollars per hour

Then the equation is given as,

y = - 10x + 900

Therefore, the correct option is C. Scott pays his nephew $10 per hour, and he initially had $900 for extra labor.

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A. The functions are classified as follows:

B. The functions are defined as follows:

C. The value of each house after 25 years is given as follows:

There is a significant difference in the value of either house after 25 years, as exponential functions increase faster than linear functions, especially for larger input values.

A function is classified as exponential if when the input variable is changed by one, the output variable is multiplied by a constant.

Hence the house 1 has the value function as an exponential function, as:

312,519.92/303,417.40 = 303,417.40/294580 = 1.03

The function is defined as follows:

f(x) = 294580(1.03)^x.

And the value of the home after 25 years is given as follows:

f(25) = 294580(1.03)^25 = $6176,785.

A function is classified as linear if when the input variable is changed by one, the output variable is increased/decreased by a constant.

Hence the value of the house 2 is linear, as the rate of change each year is of $9,000.

The function is defined as follows:

f(x) = 295000 + 9000x.

The value after 25 years is given as follows:

f(25) = 295000 + 9000(25) = $520,000.

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The value of integral , I = ₀∫¹⁰ f(x)dx where f(x) is function is sixty-eight.

A piecewise function is defined as a function built from pieces of different functions over different intervals. For example, take piecewise function f(x) where f(x) = 2 when x ≤ 1, f(x) = x when x>1. We have a function, f(x) defined by

f(x) = 6 when x<6

f(x) = x when x ≥ 6

We have to determine the value of following integral, ₀∫¹⁰f(x)dx . As see, the function f(x) has two different in between the [0,10]. So, the required integral divided into two different parts, with different limits of it,

I = ₀∫¹⁰f(x)dx = ₀∫⁶ f(x)dx + ₆∫¹⁰ f(x)dx

=> I = ₀∫⁶ 6dx + ₆∫¹⁰ x dx

=> I = [ 6x]⁶₀+ [ x²/2]¹⁰₆

=> I = [ 36 - 0 ] + [ (10)²/2 - (6)²/2]

=> I = 36 + 64/2 = 36 + 32

=> I = 68

So, required integral value is 68.

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Answer: You are already correct :)

Answer:

Option B:   [tex]x+4y[/tex]

Step-by-step explanation:

Given [tex]7x+5y-6x-y[/tex]

Lets simplify.

Subtract [tex]6x[/tex] from [tex]7x[/tex].

[tex]x+5y-y[/tex]

Subtract [tex]y[/tex] from [tex]5y[/tex].

[tex]x+4y[/tex]

Answer:

8 (sorry if i got it wrong)

Answers:

Point A ---------> Answer 2

Point B ---------> Answer 3

Point C ---------> Answer 1

Point D ---------> Answer 4

Step-by-step explanation:

Point A is located on the coordinates (0,8). Option #2 is the only coordinate answer with 0 tomato plants and 8 broccoli plants.

Point B is located on the coordinates (3,2). Option #3 represents the answer of 3 tomato plants and 2 broccoli plants.

Point C is located on the coordinates (6,4). Option #1 and #4 shows the numbers 4 and 6 but the one that represents 6 tomato plants and 4 broccoli plants is Option #1.

Point D is located on the coordinates (4,6). The last option, Option #4 shows 4 tomato plants and 6 broccoli plants.

Hope this helps zenblossom000!

The total amount after 10 years would be $12968.71.

Compound interest is the interest paid on both principal and interest, compounded at regular intervals. At regular intervals, the interest so far accumulated is clubbed with the existing principal amount and then the interest is calculated for the new principal. The new principal is equal to the sum of the Initial principal, and the interest accumulated so far.

Compound Interest = Interest on Principal + Compounded Interest at Regular Intervals

The compound interest is calculated at regular intervals like annually(yearly), semi-annually, quarterly, monthly, etc; It is like, re-investing the interest income from an investment makes the money grow faster over time! It is exactly what the compound interest does to the money. Banks or any financial organization calculate the amount based on compound interest only.

Here,

P =  $5,000

r = 10% = 0.1

n = 1 (since the interest is compounded annually)

t = 10 years

The total amount after 10 years would be

[tex]A = P (1+ \frac{r}{n} )^{nt} \\A = 5000 (1 + \frac{0.1}{1}) ^{1*10}\\A = 5000 (1.1)^{10}\\A = 12968.71[/tex]

Thus, the total amount after 10 years would be $12968.71.

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Answer: -4

Step-by-step explanation:

-2+3-5=-4

I HOPE THIS HELPS!!!!

Answer:

The height of the building is: 20.2 foot

Step-by-step explanation:

Using the Pythagorean theorem we can find another side of a right-angled triangle if two among three sides are given.

[tex]c = \sqrt{a^{2} + b^{2} }[/tex]

where a, and b are sides and c is the hypotenuse.

In our case base (b) is given and ladder length (c) is given, so the height of building (a) is :

[tex]a = \sqrt{c^2 - b^2}[/tex]

[tex]a = \sqrt{23^2 - 11^2}[/tex]

[tex]a = \sqrt{529-121} \\a = \sqrt{408}\\a = 20.199\\\\[/tex]

So the rounded answer of height is: 20.2 foot

The theories of motivation include theories X and Y. Managers use these theories, which are highly dissimilar from one another, to inspire their staff. While theory Y places an emphasis on rewards and recognition, theory X places more significance on supervision.

Let’s understand the application of Theory X and Theory Y:

While Theory X emphasizes the necessity of increased monitoring, outside rewards, and penalties, Theory Y emphasizes the significance of job pleasure as a motivator and encourages employees to approach jobs without direct supervision.

An organization that applies theory X will also have an authoritarian management style. There is hardly much management delegation of power. Companies that adhere to Theory Y, on the other hand, use a more decentralized approach, which means that employees share in authority. They are motivated as a result. Under theory Y, a few fundamental presumptions exist. One of them is that workers take ownership of their activities and work independently to further the objectives of the company. The employees are more engaged and attempt to resolve issues without the assistance of managers. This management approach is more prevalent than hypothesis X. Even a minor employee can take part in the decision-making process under this sort of management. Theory X relies on the notion of penalizing individuals in order to maintain employment, whereas theory Y emphasizes promotions, prizes, and recognition as key components. This maintains staff motivation to put in a lot of effort toward the organization's goals.

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The challenge 8s can be solved by breaking down the problem into smaller parts and then finding a solution that addresses each part. This can be done by analyzing the situation, breaking it into components, and then finding an appropriate solutions for each component.

The challenge 8s can be solved by breaking down the problem into smaller parts and then finding a solution that addresses each part. To do this, you need to analyze the situation to identify the components of the challenge. Once you have identified the components, you can break them down into smaller, more manageable parts. For each part, you need to determine the best possible solution that will address the issue. You can consider different strategies, such as brainstorming, trial and error, and research. Once you have identified a suitable solution for each component, you can combine them together to form a complete solution for the challenge 8s. If necessary, you can adjust the solutions to ensure that they fit together and address all the components of the challenge.

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The frequency information of two categorical variables is shown using a two-way table, commonly referred to as a contingency table.

In this question, we have to organise the given information into a two-way frequency table.

let's first try to understand what is two-way frequency table.

A statistical table called a two-way or contingency table displays the observed quantity or frequency for two variables, with the rows denoting one category and the columns denoting the other.

In this case, In rows we have Major or not Major in the column we have practised or not practised.

We can glean a lot of knowledge from this short table. Let's have a look at a few test-relevant questions.

After solving using two-way frequency we got the result like

Have a Major total value = 10

Do not have a Major total value = 3

Practised for at least 10,000 hrs = 10

Do not practise for at least 10,000 hrs = 3

For further information, an image is included.

Given Question is incomplete complete the Question here:

Manon knows the following information about a group of 13 professional golfers:

9 golfers have both practised for at least 10,000 hours and won a major.

10 golfers in total have practised for at least 10,000 hours.

10 golfers in total have won a major.

Can you help Manon organize the results into a two-way frequency table?

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There are no golfers that have both practiced for 10,000 hours and won a major.

From the given information, we can determine the number of golfers that have both practiced for 10,000 hours and won a major. To do this, we can use the formula X = A + B - C, where X is the number of golfers that have both practiced for 10,000 hours and won a major, A is the number of golfers that have practiced for 10,000 hours, B is the number of golfers that have won a major, and C is the number of golfers that have both practiced for 10,000 hours and won a major.

Substituting the given values into the formula, we can calculate the number of golfers that have both practiced for 10,000 hours and won a major:

X = 999 + 1010 - 131313

X = 2008 - 131313

X = -131315

Since the number of golfers that have both practiced for 10,000 hours and won a major is negative, we can conclude that there are no golfers that have both practiced for 10,000 hours and won a major.

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The tangent line is a special line that shares a single point of intersection with a given curve.

It is defined as the line that passes through the point of intersection and has the same slope as the curve at the same point. The concept of the tangent line comes from geometry, where it is used to measure a given angle in the form of a slope. In calculus, the tangent line is used to measure the rate of change of a function (or its derivatives) by considering the slope at any single point on the graph.

It is useful for calculating derivatives and integrals. In addition to this, the tangent line can also be used to understand the behaviour of the function in certain areas of the graph, or to determine its general form.

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The sum of the first 100 terms of the sequence is $620$.

[tex]$s_3 = 4 + 7 = 11$[/tex]

[tex]$s_4 = 11 + 1 = 12$[/tex]

[tex]$s_5 = 12 + 8 = 20$[/tex]

[tex]$s_6 = 20 + 9 = 29$[/tex]

[tex]$s_7 = 29 + 7 = 36$[/tex]

[tex]$s_8 = 36 + 6 = 42$[/tex]

[tex]$s_9 = 42 + 4 = 46$[/tex]

[tex]$s_{10} = 46 + 7 = 53$[/tex]

[tex]$s_{100} = 620$[/tex]

The given sequence is 4, 7, 1, 8, 9, 7, 6 and so on. The nth term of the sequence is the units digit of the sum of the two previous terms. To find the sum of the first 100 terms, we need to calculate the sum of the first two terms, 4 and 7. This is 11. The next term is the units digit of 11, 1. The sum of the first three terms is 12. The next term is the units digit of 12, which is 2. This process is repeated until we reach the 100th term. The sum of the first 100 terms is 620.

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The polynomial is x²  + 5x + 4 = 0 which has the least degree two with roots -1 and -4.

Polynomial is an algebraic expression that has more than two terms. In other words, it is a combination of different variables with mathematical operations.

Given that,

The roots of the polynomial are -1 and -4,

And leading coefficient of the polynomial is 1.

There are, two roots of the polynomial, so the maximum degree can be equal to 2 or grater than 2.

Let the standard equation of the polynomial is,

ax² + bx + 1 = 0        (1)

Substitute x = -1 in equation (1),

a(-1)²  + b(-1) + 1 = 0

a - b + 1 = 0     (2)

Again substitute x = -4 in the equation (1),

a(-4)² b(-4) + 1 = 0

16a - 4b + 1 = 0    (3)

By solving equation (2) and (3),

The value of a is 1/4 and the value of b is 5/4.

So, the required polynomial,

1/4x²  + 5/4 x + 1 = 0

x²  + 5x + 4 = 0

Hence, x²  + 5x + 4 = 0 is the required polynomial.

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The equation for the line containing the vertical right edge of the arch is f(x) = -x + H, where H is the height of the arch, calculated as H = f(-b/2a).

To calculate the equation, we need to find the height of the arch. To do this, we need to solve for the vertex of the parabola. The vertex of the parabola is the maximum point of the arch, and can be found by setting the derivative of the equation equal to zero (f'(x) = 0).

The equation for the parabola is given by f(x) = ax² + bx + c, where a, b, and c are constants. Taking the derivative of this equation, we get f'(x) = 2ax + b = 0. Solving for x, we get x = -b/2a.

Plugging this value of x into the original equation, we get the height of the arch: H = f(-b/2a).

Now that we have the height, we can calculate the equation for the line containing the vertical right edge of the arch: f(x) = -x + H.

The equation for the line containing the vertical right edge of the arch is f(x) = -x + H, where H is the height of the arch, calculated as H = f(-b/2a).

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The equation for the line containing the vertical right edge of the arch to be x = 60.

In this question we have been given that an arch is constructed with two vertical walls and parabolic arch top, where X represents the horizontal distance in feet and f(x) represents the height in feet.

Consider the following graph.

The y-axis represents the vertical left edge of the arch.

We need to complete the equation for the line containing the vertical, right edge of the arch.

From given graph we can observe that the left edge begins (0, 20).

This means, the right edge would also have y = 20.

The parabola passes y = 20 again at the point (60, 20).

i.e., the equation of the line representing the right edge: x = 60.

So, the equation for the required line : x = 60.

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Step-by-step explanation:

[tex]-x < 3\\\\-x+x < 3+x\\\\0 < 3+x\\\\0-3 < 3+x-3\\\\-3 < x\\\\Thus,\ x > -3\\\\Hence,\ \\\\-x < 3\equiv x > -3[/tex]

The points of answers are given as following.

Unit rate is the amount of one quantity for a unit amount of the other quantity.

(a) The point (4, 6) represents that cost of buying 4 scoops of gelato is $6.

(b) Cost of buying 4 scoops of gelato = $6

Cost of buying 1 scoop of gelato = 6 / 4 = $1.5

So the unit rate is $1.5 per scoop.

(c) Cost of 12 scoops = 12 × 1.5 = $18

(d) We have two points so far (1, 1.5) and (4, 6)

Slope = (6 - 1.5) / (4 - 1) = 1.5

Slope is the inclination of the line of the graph.

If the unit rate = $1.75 per scoop, then the slope of the line changes to 1.75 instead of 1.5.

Hence it is solved.

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If Victoria has six sevenths of a pizza and she eats one fourth of it for dinner , then Victoria eat 3/14 of pizza for the dinner .

The Fraction of pizza that Victoria has  = 6/7 of pizza ,

the fraction of pizza that Victoria eats in the dinner = 1/4 of pizza that she has ,

So , the amount of pizza that Victoria eats for the dinner can be calculated as = (1/4) × (6/7)

= 6/(4×7)

= 6/28

On simplifying the fraction ,

we get ,

= 3/14 .

Therefore , Victoria eats 3/14 of the pizza for the dinner .

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Victoria ate one fourth, or 1/4, of the pizza for dinner. That is equation to 1/4 of 6/7 of a pizza, which is 3/14 of a pizza.

6/7 of a pizza

= 6/7 x 1

1/4 of 6/7 of a pizza

= 6/7 x 1/4

3/14 of a pizza

= 6/7 x 1/4

So, Victoria ate 3/14 of a pizza for dinner.

Victoria had six sevenths of a pizza, which is equivalent to 6/7 of a pizza. She ate one fourth, or 1/4, of it for dinner. To calculate how much pizza Victoria ate for dinner, we first need to convert 1/4 of 6/7 of a pizza into a fraction. We can do this by multiplying 6/7 and 1/4 together. The answer is 3/14 of a pizza. This means that Victoria ate 3/14 of a pizza for dinner.

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When Albert drew a rhombus in a coordinate plane, and three of its vertices are (5, 2), (7, 0),  (9, 2). the fourth point is (3, 0)

The length of  sides of a rhombus are equal, hence in an ordered pair the length of a side will be calculated using using the formula

d = √{(x₂ - x₁)² + (y₂ - y₁)²}

where

d = distance between the points

x₂ and x₁ = points in x coordinates

y₂ and y₁ = points in y coordinates

distance between points  (5,, 2) and (9, 2) is calculated as follows

d = √{(x₂ - x₁)² + (y₂ - y₁)²}

d =√{(5 - 9)² + (2 - 2)²}

d =√{16 + 0}

d = √16

d = 4 units

subtracting 4 units in (7, 0)

(7 - 4, 0)

(3, 0)

the fourth side of the rhombus is (3, 0)

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The set of calculations could be used to convert her speed to miles per hour is 3.628[tex]miles hr^{-1}[/tex].

There are times when the units used for the measurement do not match the measurement preference and convenience as well as the standards prescribed for certain processes and applications. Converting such units to an extent that it can be understood directly and applied properly is important. To better understand the statement, let us consider the example of a person who is only familiar with the metric system. The person cannot easily figure out the height of a tree measuring 25 feet. Converting 25 feet to metres will help the person better understand the height of the tree. Let us learn unit conversions with the help of a unit conversion table. In this article, we have provided different units of conversion used for the measurement of different parameters.

1m= 3.281 feet

1mile = 5280 feet

Speed = [tex]\frac{1500m}{15.42min}[/tex] = [tex]\frac{1500*3.281 feet}{15.42*\frac{1}{60hr} }[/tex]

Speed= [tex]\frac{1500*3.281}{15.42*\frac{1}{60hr} } *\frac{1miles}{5280}[/tex]

Speed= [tex]\frac{1500*3.281*60}{15.42*5280 } *miles hr^{-1}[/tex]

Speed= 3.628[tex]miles hr^{-1}[/tex]

The set of calculations could be used to convert her speed to miles per hour is 3.628[tex]miles hr^{-1}[/tex].

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If a swimmer finished 1500-meter freestyle in 15.42 minutes, her speed is 3.6 miles per hour.

To convert the swimmer's speed to miles per hour, we need to first convert the distance she swam (1500 meters) to miles, and then we need to convert the time it took her to swim that distance (15.42 minutes) to hours.

We can use the following set of calculations to do this:

Convert the distance from meters to miles:

1500 meters × (3.281 ft / 1m) × (1 mile/ 5280 ft) = 0.93 miles

Convert the time from minutes to hours:

15.42 minutes × (1 hour / 60 minutes) = 0.257 hours

Divide the distance by the time to find the speed in miles per hour:

0.93 miles / 0.257 hours = 3.6 miles per hour

This is one set of calculations that can be used to convert the swimmer's speed to miles per hour.

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No, the relation is not a function. Because at x = 0, the value of y will be 2 and 1 which is not possible.

A function is an assertion, concept, or principle that establishes an association between two variables. Functions may be found throughout mathematics and are essential for the development of significant links.

We know that if the number of dependent values is more than one for a given independent value. Then the relation is not a function.

But if the number of dependent values is more than one for a different given independent value. Then the relation is a function.

At x = 0, the value of y will be 2 and 1 which is not possible.

Thus, No, the relation is not a function.

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Answer:-15+.2

Step-by-step explanation:

The sequence aₙ = {(4 + 3n²)/(n + 5n²)} converges to 3/5.

A value of the function, whenever the input values are substituted in the function then the function approaches some number.

And that number is a limit of the function.

Given:

A sequence,

aₙ = {(4 + 3n²)/(n + 5n²)}

To find the limit at n tends to infinity:

[tex]\lim_{n \to \infty} a_n = \frac {(4 + 3n^2)}{(n + 5n^2)}[/tex]

                 = n²(4/n² + 3)/n²(1/n + 5)

                 = (4/n² + 3)/(1/n + 5)

Now, if n tends to infinity,

then [tex]\lim_{n \to \infty} a_n[/tex] = 3/5

Therefore, 3/5 is the limit of the sequence.

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Answer:  11w - 99

Step-by-step explanation:

(w-9) x 11 = (w)(11) - 9(11)

               = 11w - 99

Answer:A student pays for 8.9 pounds of apples with a $10 bills. How much change does the student receive?

Step-by-step explanation:

Answer:the answer is 2 dollar

Step-by-step explanation: