Determine whether the expression is a difference of squares. w^(2)+64 Is the expression a difference of squares? No Yes

Answer:

Part A
Option C

Part B
Option A

Step-by-step explanation:

Part A

The equation for revenue gained for x tickets sold by Alpacas team

is y = 7.5x

This indicates the slope is 7.5 which means for every ticket sold the revenue increases by $7.50

Or in other words, cost of each ticket = $7.50

The revenue - ticket relationship for the Stingrays is given in the form of a graph with a linear equation

The slope of the graph can be found by rise/run where rise

= difference in y values for 2 points on the graph and run

= difference in the corresponding x values

Let's take points (0, 0) and (100, 1500) to find the slope
rise = (1500 - 0)/(10-0) = 1500/10 = 150

run = 10 - 0 = 10

Slope = 150/10 = 15

Equation is y = 15x

So for every ticket sold, the revenue increases by $15

Or in other words, cost of each ticket = $15

Therefore each Stingrays ticket costs 15/7.5 = 2 times each Alpacas ticket

Correct Answer:
Option C

---------------------------------------------------------------------------------------------------------

Part B

For the Geckos swim team we can see that as the number of tickets increases from 6 to 18(difference of 18- 6 = 12), the revenue increases by 180 - 60 = $120

Cost for ticket between 6 and 18 tickets = $120/12 = $10

When tickets sold increases from 18 to 54 (difference of 54 - 18= 36), the revenue increases by $540 - $180 = $360

Therefore the price for each ticket within this range = $360/36 = $10

So the price per ticket is the same regardless of the number of tickets sold

Therefore Gecko's revenue can be modeled as y = 10x

Alpacas charge $7.50 per ticket and Gecko's charge $10 per ticket
So the difference between a Gecko's ticket and an Alpacas ticket

= $10 - $7.50

= $2.50 more than Alpacas

or, alternatively

Alpacas charge $2.50 less than Gecko per ticket

Correct Answer

Option A

The statement (3)/(2)>(4)/(5) is true because cross-multiplication shows that 15>8.

To determine whether a statement is true or false, we can cross-multiply the fractions and compare the products.

In this case, (3)*(5)>(2)*(4), which simplifies to 15>8. Since 15 is greater than 8, the statement is true and does not need to be rewritten.

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Surface area of a box with 12 as length, 10 as height and 3 as width is 372 square units.

a three dimensional shape can be defined as a solid figure or an object or shape that has three dimensions—length, width, and height.

We have to find the surface area of a box

12 = length,

10 = height and

3 = width.

surface area =2lw+2lh+2hw

=2(12×3)+2(12×10)+2(10×3)

=2(36)+2(120)+2(30)

=72+240+60

=372 square units

Hence, surface area of a box with 12 as length, 10 as height and 3 as width is 372 square units.

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If you have a rectangle with a length of 5 and a width of 3, the area would be 5 * 3 = 15.

To factorise a quadratic equation, you need to find two numbers that multiply to give the constant term and add to give the coefficient of the x term.

For example, if you have the equation x^2 + 5x + 6 = 0, the two numbers you need to find are 2 and 3, because 2 * 3 = 6 and 2 + 3 = 5. So the equation can be factorised as (x + 2)(x + 3) = 0.

In terms of finding the area of a rectangle, you need to multiply the length and the width. So if you have a rectangle with a length of 5 and a width of 3, the area would be 5 * 3 = 15.

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By answering the above question, we may infer that Hence, when equation Mr. Haustra's tank is just 1/4 full, he can go around 70 miles.

A mathematical equation links two statements and utilises the equals sign (=) to indicate equality. In algebra, an equation is a mathematical assertion that proves the equality of two mathematical expressions. For instance, in the equation 3x + 5 = 14, the equal sign separates the numbers by a gap. A mathematical formula may be used to determine how the two sentences on either side of a letter relate to one another. The logo and the particular piece of software are usually identical. like, for instance, 2x - 4 = 2.

There are the following if Mr. Hamstra's automobile contains 14 2/5 gallons of fuel and his tank is only 1/4 full:

There are 3 1/2 gallons of gas in the tank (1/4) x 14 2/5.

If the automobile gets 20 miles per gallon on average, it may go as far as:

3 1/2 gallons x 20 miles per gallon is 70 miles.

Hence, when Mr. Hamstra's tank is just 1/4 full, he can go around 70 miles.

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The altitudes of a triangle are the angle bisectors of the orthic triangle is true because the orthic triangle is formed by the feet of the altitudes of the original triangle. The circle whose diameter is the side of the triangle passes through the opposite vertices of the orthic triangle is true because circumcircle of a triangle passes through all three vertices.

To prove the first statement, we can use the fact that the altitudes of a triangle are perpendicular to the sides and intersect at the orthocenter. The orthic triangle is formed by the feet of the altitudes of the original triangle.
1. Let ABC be the original triangle and D, E, F be the feet of the altitudes from A, B, and C, respectively.
2. Since AD is an altitude, ∠ADB and ∠ADC are right angles.
3. Similarly, ∠BEC and ∠BFC are right angles.
4. Therefore, ∠BDC and ∠EDF are supplementary angles, meaning they add up to 180 degrees.
5. Since ∠BDC and ∠EDF are supplementary and they share a common side, they are also the angle bisectors of the orthic triangle DEF.
6. The same logic can be applied to the other two altitudes to show that they are also angle bisectors of the orthic triangle.

To prove the second statement, we can use the fact that the circumcircle of a triangle passes through all three vertices.
1. Let ABC be the original triangle and D, E, F be the feet of the altitudes from A, B, and C, respectively.
2. Let O be the circumcenter of the original triangle ABC.
3. Since the circumcircle passes through all three vertices, OD, OE, and OF are all radii of the circle.
4. Since all radii of a circle are equal, OD = OE = OF.
5. Therefore, the circle whose diameter is the side of the triangle passes through the opposite vertices of the orthic triangle, as they are all equidistant from the center of the circle.

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The samples randomly and independently.

True. When comparing the means of two populations, it is important that the two samples be drawn randomly and independently from both populations. This ensures that the samples are representative of the populations and that the results are not biased. By drawing the samples randomly and independently, we can ensure that the comparison of the means is accurate and reflects the true differences between the populations.

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Answer:

(2, 1) is the point where the two lines intersect.

To prove it I'll use substitution

The equations are:

y = 2x - 3 and y = -3x + 7

I'll plug in 2x - 3 for y in y = -3x + 7 so...

2x - 3 = -3x + 7

Simplify:

5x = 10

x = 2

Now I'll plug 2 for x in y = 2x - 3

y = 2(2) - 3

y = 4 - 3

y = 1

So the ordered pair/solution is (2, 1)

Hope that explains it!

Answer: transfers

Step-by-step explanation: now make sure you submit in time.

Answer:

#1 No

#2 Yes

#3 No

#4 No

Hope this helps!

The length of AC is 224 meters to 3 significant figures.

a² + b² = c²

where c is the hypotenuse (the side opposite the right angle) and a and b are the two legs (the sides adjacent to the right angle).

In this case, we can treat Stanley's path as a right triangle with legs AB and BC, and hypotenuse AC. Since we are given the lengths of AB and BC, we can plug those into the Pythagorean theorem and solve for AC.

AC² = AB² + BC²

AC² = (200 m)² + (160 m)

AC² = 40,000 m² + 25,600 m²

AC² = 65,600 m²

To find AC, we take the square root of both sides:

AC = [tex]\sqrt{65600}[/tex] m

AC ≈ 256

Finally, we round to 3 significant figures to get length of AC ≈ 224 meters.

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Answer: (x - 4, y - 5)

Step-by-step explanation: (x, y) --> (x - 4, y - 5)

The simple interest rate for this loan is 12.4%.

To find the simple interest rate, we can use the formula for simple interest, which is:
Simple Interest = Principal x Rate x Time

In this case, we are given the simple interest (\$496), the principal (\$12,000), and the time (4 months). We can plug these values into the formula and solve for the rate.
\$496 = \$12,000 x Rate x (4/12)

Simplifying the equation, we get:
\$496 = \$4,000 x Rate

Dividing both sides by \$4,000, we get:
Rate = 0.124

To convert this to a percentage and round to one decimal place, we multiply by 100 and round:
Rate = 0.124 x 100 = 12.4%

Therefore, the simple interest rate for this loan is 12.4%.

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Answer:

Skeleton hand holding a piece of candy maybe?

Or a jack-o-lantern but its a poison apple.

OR a drawing of a witch's face in the reflection of a cauldron.

Step-by-step explanation:

Spooky Graveyard: Draw a creepy graveyard scene with tombstones, skeletons, and ghosts.

Jack-O-Lanterns: Draw a bunch of different jack-o-lanterns with different expressions and designs.

Haunted House: Draw a haunted house with creaky doors, broken windows, and bats flying around.

Witch's Cauldron: Draw a witch's cauldron bubbling with potions and ingredients.

Trick or Treaters: Draw a group of trick or treaters dressed up in costumes going from house to house.

Scary Trees: Draw a spooky forest with twisted, gnarled trees that look like they could come to life at any moment.

Monster Mash: Draw a bunch of different classic Halloween monsters, like Frankenstein's monster, vampires, and werewolves.

Zombie Apocalypse: Draw a post-apocalyptic scene with zombies wandering around and survivors trying to stay alive.

Black Cats: Draw some cute or creepy black cats with glowing eyes.

Halloween Candy: Draw a big pile of Halloween candy with all your favorite treats.

A pumpkin: Draw a simple pumpkin shape and add eyes, nose, and mouth. You can also add a stem on top and some vines on the sides.

Ghosts: Draw some simple white shapes for ghosts and add eyes and a mouth. You can also draw a white sheet around the ghost to make it look more spooky.

Skeletons: Draw a basic skeleton shape and add some bones. You can also add some spooky decorations, like spider webs or bats.

Witch hats: Draw a simple witch hat shape and add some details, like a buckle or a spider. You can also add some stars or a crescent moon in the background.

Bats: Draw a bat shape and add some details, like wings and ears. You can also draw a moon or some stars in the background to make it look more Halloween-like.

The amount of overtime that Diego would earn would be D. $ 148. 50.

Diego's regular rate is $11 per hour. When he works overtime, he is paid time-and-a-half of his regular rate, which means he earns an additional 50% of his regular rate for each hour of overtime.

So his overtime rate is:

= 11 + ( 11 x 0.5)

= 11 +  5.50

= $16.50 per hour

If Diego works 9 hours of overtime in a week, he would earn:

= 9 x 16.50

= $ 148. 50

In conclusion, if Diego was to work 9 hours of overtime, he would be paid $ 148. 50 for his efforts.

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The equivalent expressiοn οf  2x+3y-x-(8+1) is x+3y-9.

Mathematical expressiοns cοnsist οf at least twο numbers οr variables, at least οne math οperatiοn, and a sentence. It's pοssible tο multiply, divide, add, οr subtract with this mathematical οperatiοn. An expressiοn's structure is as fοllοws: (Mathematical Operatοr, Number/Variable, and expressiοn).

Like terms in mathematics are summands in a sum that differ οnly by a small number. Regrοuping similar terms is pοssible by adding their cοefficients. Like terms in a pοlynοmial expressiοn are thοse that, pοssibly with different cοefficients, cοntain the same variables raised tο the same pοwers.

The given expressiοn is 2x+3y-x-(8+1).

First, cοmbine like terms:

= (2x-x) +3y-(8+1)

= x +3y-9

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(a) Yes, At α = .025, the sample show that portfolio A has significantly greater variance in rates of return than portfolio B. The correct hypotheses for this problem are H0: σA2/σB2 ≤ 1 versus H1: σA2/σB2 > 1.

The appropriate hypotheses are H0: σA2/σB2 ≤ 1 versus H1: σA2/σB2 > 1.  This is because we are testing if portfolio A has significantly greater variance in rates of return than portfolio B.

If the null hypothesis is true, then the ratio of the variances will be less than or equal to 1, meaning that portfolio A does not have greater variance than portfolio B. If the alternative hypothesis is true, then the ratio of the variances will be greater than 1, meaning that portfolio A does have greater variance than portfolio B.

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What is Trapezium ?

A trapezium is a convex quadrilateral with exactly one pair of opposite sides parallel to each other. The trapezium is a two-dimensional shape that appears as a table when drawn on a sheet of paper. In Euclidean Geometry, a quadrilateral is defined as a polygon with four sides and four vertices. Hence, a trapezium also has four sides, four angles and four vertices.

ABCD is a trapezium, AB || DC

The area of ABCD = 180 cm²

AB = 17 cm

CD = 13 cm

Formula Used:

Area of trapezium = 1/2 x height x (Sum of parallel sides)

Calculation:

Area of trapezium = 1/2 x height x (Sum of parallel sides)

⇒ 180 = 1/2 x height x (AB + CD)

⇒ 180 x 2 = Height x (17 +13)

Height=360/30

Height = 12

.:. The height of the trapezium is 12 cm.

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The restrictions for this equation are that y must be greater than or equal to 0, since the square root of a negative number is not a real number. So, the restrictions for this equation are y ≥ 0.

To solve the equation √y + 6 = 4, we first need to isolate the square root on one side of the equation. We can do this by subtracting 6 from both sides of the equation:
√y = 4 - 6
√y = -2

Now, we need to square both sides of the equation to get rid of the square root:
y = (-2)^2
y = 4

So, the solution to the equation is y = 4. However, we need to verify this solution by plugging it back into the original equation:
√(4) + 6 = 4
2 + 6 = 4
8 = 4

This is not true, so there are no solutions to the equation.

The restrictions for this equation are that y must be greater than or equal to 0, since the square root of a negative number is not a real number. So, the restrictions for this equation are y ≥ 0.

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5(3)/(10),  5.338,  5.37,  (21)/(4).

To find the least to greatest order of these numbers, we need to convert all of them to the same format, either decimals or fractions. In this case, it is easier to convert the fractions to decimals.
5(3)/(10) = 5.3/10 = 0.53
(21)/(4) = 21/4 = 5.25

Now we can compare all of the numbers in decimal form:
0.53, 5.338, 5.37, 5.25

Next, we can arrange them in ascending order:
0.53, 5.25, 5.338, 5.37

Finally, we can convert the decimals back to fractions if necessary:
5(3)/(10), (21)/(4), 5.338, 5.37

Therefore, the correct order of these numbers from least to greatest is 5(3)/(10), (21)/(4), 5.338, 5.37.

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[tex]y=\frac{6}{5} x+1[/tex]

Slope-intercept form is a common way to express a linear function.

Solving For Slope-Intercept

In the question, we are given standard form. In order to find slope-intercept, we need to solve for y. This means we need to use the properties of equality to isolate y from the other values.

First, add 6x to both sides.

Then, divide both sides by 6.

This gives us the final slope-intercept form of the given equation.

Interpreting the Equation

Slope-intercept form is written in the format of y = mx + b. In this equation, m is the slope and b is the y-intercept. Our equation is [tex]y=\frac{6}{5} x+1[/tex]. So, 6/5 is the slope. This means that the rate of change of the graph is 6 units per 5 units. Additionally, the y-intercept is 1. So, the graph crosses the y-axis at y = 1.

The undefined numbers are p = 0, p = 2, q = 0, and q = -2 for the given expression.

In arithmetic, the operation and interpretation of a function to make it simpler or easier to grasp is known as simplifying, and the process itself is known as simplification.

First, let's simplify the expression:

(4p - 8)/(p³ - 2p²) - (q + 2)/(q³ + 2q²) × (p/2q - p)

= 4(p - 2)/(p²(p - 2)) - (q + 2)/(q²(q + 2)) × p(1/2 - q)

= 4/p - 4/p² - p/2q² + p²/2q

= (8q² - 8pq - p³ + 2p²q)/(2pq²(p - 2))

Now, let's find the undefined numbers, which are the values of p and q that make the denominators equal to zero.

For the first fraction, p³ - 2p² = p²(p - 2) = 0 when p = 0 or p = 2.

For the second fraction, q³ + 2q² = q²(q + 2) = 0 when q = 0 or q = -2.

Therefore, the undefined numbers are p = 0, p = 2, q = 0, and q = -2.

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No, she will not earn enough money to buy the $59 pair of headphones after working 4(3)/(4) hours. She needs $23.375 more.

To find out how much money she will earn after working 4(3)/(4) hours, we can multiply her hourly wage by the number of hours she works:

7(1)/(2) dollars/hour × 4(3)/(4) hours

Transform the mixed fractions into improper fractions, then multiply.

15/2 dollars/hr x 19/4 hours = 285/8 = 35.625 dollars

So, she will earn $35.625 after working for 4(3)/(4) hours.

To find out how much more money she needs to buy the $59 pair of headphones, we can subtract the amount she earned from the cost of the headphones:

$59 - $35.625 = $23.375

So, she needs $23.375 more to buy the $59 pair of headphones.

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17. Yˉ is the set of all positive, odd integers.
18. Xˉ is the set of all integers that are not in X, which is {6, 7, 8, 9, 10...}.
19. Yˉ is the set of all positive, odd integers, which can be expressed in set-builder notation as Yˉ = {2n + 1 | n ∈ Z+}.
20. X∩Y is the set of all elements that are in both X and Y, which is {2}.
21. X∪Y is the set of all elements that are in either X or Y, which is {1, 2, 3, 4, 5, 6, 8, 10, 12, 14, 16, 18, 20...}.
22. Xˉ∩Y is the set of all elements that are in both Xˉ and Y, which is {6, 8, 10, 12, 14, 16, 18, 20...}.
23. Xˉ∪Y is the set of all elements that are in either Xˉ or Y, which is {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20...}.
24. X∩Yˉ is the set of all elements that are in both X and Yˉ, which is ∅ (the empty set).
25. X∪Yˉ is the set of all elements that are in either X or Yˉ, which is {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20...}.
26. Xˉ∩Yˉ is the set of all elements that are in both Xˉ and Yˉ, which is {6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20...}.
27. Xˉ∪Yˉ is the set of all elements that are in either Xˉ or Yˉ, which is {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20...}.

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-4

The equation for the vector v given is: \( v=\left[\begin{array}{c} -4 \\ a \\ -5 \\ -9 \end{array}\right] \).

The set \( H \) is defined as the span of the vector \( \left[\begin{array}{c} 4 \\ 4 \\ 4\end{array}\right] \).

To find the value of a, we need to express the vector v in terms of the basis vector for H.

We can solve for a using the following equation: \( v = -4\left[\begin{array}{c} 4 \\ 4 \\ 4 \end{array}\right] + a\left[\begin{array}{c} 4 \\ 4 \\ 4 \end{array}\right] \)

Since the vector v has the same magnitude in each component, we can set the components equal:

\(-4 = a\)

Therefore, the value of a is -4.

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For toss 21 it is 2 dollars, for toss 41 it is 4 dollars, for toss 63 it is 6.

Graphs can take many forms, depending on the type of data being represented and the purpose of the graph. Some common types of graphs include:

Bar graphs: These use bars or columns to represent numerical values or frequencies.

Line graphs: These use lines to show the relationship between two variables over time or other intervals.

Pie charts: These use slices of a circle to represent parts of a whole.

Scatterplots: These show the relationship between two variables by plotting individual data points.

Graphs can be used to identify patterns, trends, and relationships in data, and to make predictions and draw conclusions based on that data. They are commonly used in fields such as statistics, economics, engineering, and science to help visualize and analyze complex data sets.

TOSS              DOLLARS

21                    2

42                   4

63                   6

Plotting the points on the coordinate axes, we have:

 |

7 -

 |

6 -

 |

5 -

 |

4 -         • (21,2)

 |               \

3 -                • (42,4)

 |                       \

2 -                        • (63,6)

 |________________________________

   0   20   40   60   80   100

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The answer is 0(zero)

The remainder when dividing 4x4 - 2x2 by x3 - x2 + 1 can be found using polynomial long division.

The calculation is shown below:

Therefore, the remainder when dividing.

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The value of (x-y)² is m^2-4n.

To find the value of (x-y)², we can use the formula for the difference of squares:
(x-y)² = (x+y)² - 4xy

We are given that x+y = m and xy = n, so we can substitute these values into the formula:
(x-y)² = m² - 4n

Therefore, the value of (x-y)² is m²-4n.

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This is a geometric sequence because each term is obtained by multiplying the previous term by a constant value of 1/2. Option B

A geometric sequence is a sequence of numbers where each term after the first is found by multiplying the preceding term by a fixed non-zero number called the common ratio.

It can be represented by the formula a, ar, ar^2, ar^3, ..., where a is the first term and r is the common ratio. For example, 2, 4, 8, 16, 32 is a geometric sequence with a = 2 and r = 2.

In a geometric sequence, the ratio between any two consecutive terms is always the same.  For example: 2, 4, 8, 16, 32, 64, ... is a geometric sequence with a common ratio of 2.

This is a geometric sequence in 2,1,1/4,1/2,… because each term is obtained by multiplying the previous term by a constant value of 1/2. Option B

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Answer:

see below

Step-by-step explanation:

net worth = assets- liabilities

assets = what u have (good stuff)/own eg money

liabilities = what u owe/spending

so work backwards or put numbers in place

672 = assets- 314

672+314 = assets (ans)