The graph of the linear function passes through the points (4, 24) and (6,30).
What is the equation of the function?

Answer:

3

Step-by-step explanation:

Answer: 75

Step-by-step explanation:

[tex]x[/tex]% x 3000000 = 2250000

[tex]x[/tex]/100 x 3000000 = 2250000

[tex]x[/tex] x 30000 = 2250000

[tex]x[/tex] = 2250000/30000

[tex]x[/tex] = 75

It is true that +10 and -10, are 10 units from 0 on the number line

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

Numbers = +10 and -10

The number of units of these numbers from 0 is calculated as

Units = |0 - Number|

So, we have

Units = |0 - 10| = 10

Units = |0 + 10| = 10

This means that the number of units is 10

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The given triangles are congruent by AAS congruence. The solution has been obtained by using the concept of congruent triangles.

What are congruent triangles?

Triangles which have the same size and the same shape are said to be congruent. This implies that the respective sides and angles of the triangles are both equal.

We are given two triangles as ABC and CDE in which C is the midpoint of BD.

So, from this, we get

⇒ AC = EC                                 (Given)

⇒ ∠ABC = ∠CDE                       (Right Angle)

⇒ ∠ACB = ∠ECD                       (Common Angle)

Hence, the triangles are congruent by the AAS congruence.

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As a result, there are 25,200 potential 2-person combinations that can be made up of a junior and a senior.

In mathematics, n is used to represent the factorial of a non-negative number, n! n less than or equal to and are said to be the product of all positive integers. For instance:

5! = 5 x 4 x 3 x 2 x 1 = 120

Several branches of mathematics, including algebra, mathematical analysis, and combinatorics, use the factorial function.

It is used to determine how many different ways there are to arrange given objects.

Using the formula for combinations, we can determine how many different 2-person combinations with a junior and a senior are conceivable.

nCr = n / r!(n-r)!

where r is the number of persons we wish to choose from (2), n is the total number of people (125 juniors and 100 seniors), and! stands for the factorial function.

Adding these values to the formula yields the following results:

(125 plus 100)C2

= (125 plus 100)! / 2!(125 plus 100-2)!

= (225)! / 2!(223)!

= (225 x 224 x 223!) / (2 x 1 x 223!)

= (225 x 224)! / 2

= 25,200

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The area οf Emily's patiο is 1,896 square feet.

A square is a geοmetric shape with fοur equal sides and fοur equal angles (90 degrees each). It is a special case οf a rectangle where all sides are οf equal length. The area οf a square is calculated by multiplying the length οf οne side by itself, which is expressed as side^2 οr s^2, where s is the length οf a side.

Tο calculate the area οf the patiο, we need tο first find the dimensiοns οf each rectangle that make up the patiο.

The first rectangle has a length οf 15 feet and a width οf 20 feet. Its area is:

Area οf the first rectangle = length x width = 15 ft x 20 ft = 300 square feet

The secοnd rectangle has a length οf 38 feet and a width οf 42 feet. Its area is:

Area οf the secοnd rectangle = length x width = 38 ft x 42 ft = 1,596 square feet

Tο find the tοtal area οf the patiο, we need tο add the areas οf the twο rectangles:

Tοtal area οf the patiο = Area οf the first rectangle + Area οf the secοnd rectangle

Tοtal area οf the patiο = 300 square feet + 1,596 square feet = 1,896 square feet

Therefοre, the area οf Emily's patiο is 1,896 square feet.

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Answer with explanation:

hope you find this easy to understand....

Have any questions? Write in the comments.

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The break-even point is 54,000 units given the cost function and revenue function.

The break-even point is the moment at which a product's sales revenue equals its production costs. There is currently neither a gain nor a loss.

This problem's cost function is C(x) = 0.75x + 63,180, where x is the total number of created units. R(x) = 1.92x, where x is the quantity of units sold, is the revenue function.

We must set the revenue equal to the expense in order to determine the break-even point:

R(x) = C(x) (x)

1.92x = 0.75x + 63,180

1.17x = 63,180

x = 54,000

Thus, 54,000 units are needed to break even.

This means that the money earned will be equivalent to the cost of creating the product if the company produces and sells 54,000 units of it. The corporation will make money on any units sold over this threshold while losing money on any units sold below it.

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The formula for the surface area of a cylinder is:

S = 2πrh + 2πr²

To factor the right side of the formula, we can first take out the common factor of 2πr:

S = 2πr(h + r)

Therefore, the right side of the formula can be factored as 2πr(h + r).

Answer:

Step-by-step explanation:

supply.       /.       time.      /.       work

4.              /          4           /.       4

1             /.            4.        /.          1

9.         /.              4        /            9

9        /.                9       /         20.25

you need to divide 9 by 4 and them multiply your 9 by what you got from the the division which is 2.25

Answer:

Step-by-step explanation:

So, first you add the four exam percentage which will be 314 then you multiply 80 and 5. We use 5 because there are total 5 exams which will give the mean of 80%. After you get the answer for 80x5 which will be 400. Then you do, 400 - 314 which will be 86. So, the answer is 86%. To figure out if that answer is right, You add all the scores percentage and divide that by 5 and you should get 80%.

To have an overall mean of 80% after five exams, the student needs to score 88% on the next exam.

To find the student's overall mean, we need to add up all the scores and divide by the number of exams.

We have 4 exams scores:84%, 71%, 86%, and 73%.

Therefore, the total of the four exam scores is:

84% + 71% + 86% + 73% = 314%

To find the overall mean after five exams, the total score after five exams should be 5 × 80% = 400%.

Therefore, to have an overall mean of 80%, the student must score (400 - 314)% on the fifth exam, which is equivalent to: 86%.

Hence, the student needs to score 86% on the next exam to have an overall mean of 80%.

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The equation of the circle in standard form is (x - 3)²+ y² = 1.

The standard form of the equation of a circle is:

(x - h)² + (y - k)² = r²

where (h, k) is the center of the circle and r is its radius.

This equation represents all points in the xy-plane that are equidistant from the center (h, k) of the circle. The squared terms (x - h)² and (y - k)² represent the distances between the center and any point (x, y) on the circle, and r² is the squared length of the radius of the circle.

In the given question,

The center of the circle is (3, 0), and the radius extends to the point (4, 0), which means the radius has a length of 1 unit.

Substituting the values of the center and radius into the standard form equation of a circle, we get:

(x - 3)² + (y - 0)² = 1²

Simplifying, we get:

(x - 3)² + y² = 1

Therefore, the equation of the circle in standard form is:

(x - 3)² + y² = 1.

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Answer: (D) $4,345.

Step-by-step explanation:

Answer:

-31/30

Step-by-step explanation:

-5/6 + 1/3 Times -3/5

-5/6 - 1/5

Answer:

2640.74

Step-by-step explanation:

Circumference : π  * 2r

Area of circle : π  * [tex]r^{2}[/tex]

For this particular circumference,

Circumference : π  * 58

58 = 2r

So by dividing we learn that,

r = 29

When we substitute the radius into the equation for area, we get,

Area of circle : π  * [tex]29^{2}[/tex]

Area of circle : π  * 841

Area of circle : 2640.74

* I used 3.14 as π

Hope this helps ! Feel free to ask questions! : )

Answer:

5/48

Step-by-step explanation:

the first thing you would do is change 6 into the reciprocal, which is 1/6. After, you multiply the fractions just like that.

hope this helps!! :3

The equation of the graph are

For the straight line graph, the equation of a straight line is of the formula

y = mx + b

where m is the slope and b is the y intercept

solving for the slope, using (2, 0) and (6, -2)

m = (0 - -2) / (2 - 6)

m = 2 / -4

m = -0.5

Equation of a line of slope -0.5 passing through point (2, 0)

y - 0 = -0.5(x - 2)

y = -0.5x + 1

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The length of the remaining two equal sides is 17.3 millimeters.

What is Triangle ?

A triangle is a geometric shape that consists of three line segments or sides and three angles. Triangles are one of the basic shapes in geometry, and they are used extensively in many fields of mathematics, science, engineering, and art.

Let's denote the length of the remaining two equal sides by "x".

Since the trapezoid is isosceles, the two equal sides have the same length.

The perimeter of a trapezoid is the sum of the lengths of all its sides. Therefore, we can set up an equation based on the information given:

shorter base + longer base + 2(equal sides) = perimeter

Substituting the values we know, we get:

9.2 + 12.4 + 2x = 56.2

Simplifying the equation:

21.6 + 2x = 56.2

2x = 34.6

x = 17.3

Therefore, the length of the remaining two equal sides is 17.3 millimeters.

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The measure of the smallest angle, angle Q, is approximately 41°.

To find the smallest angle in the triangle with side lengths 4, 5, and 6, we can use the cosine rule.

The cosine rule states that for any triangle with sides a, b, and c and corresponding angles A, B, and C:
[tex]cos(A) = (b^2 + c^2 - a^2) / (2 * b * c)[/tex]
In our case, since we want to find the smallest angle, we need to find the angle opposite the smallest side.

The smallest side is 4, so we are looking for angle A.

The other sides, b and c, are 5 and 6 respectively.
Step 1: Plug in the side lengths into the cosine rule formula.
[tex]cos(A) = (5^2 + 6^2 - 4^2) / (2 * 5 * 6)[/tex]
Step 2: Calculate the values inside the parentheses.
cos(A) = (25 + 36 - 16) / (60)
Step 3: Simplify the equation.
cos(A) = (45) / (60)
Step 4: Divide the numbers.
cos(A) = 0.75
Step 5: Now, to find angle A, take the inverse cosine [tex](cos^(-1))[/tex] of the result.
A = cos^(-1)(0.75)
Step 6: Calculate the angle in degrees.
A ≈ 41.41°
Step 7: Round the angle to the nearest whole degree.
A ≈ 41°.

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Answer:

m = [tex]\frac{y-b}{x}[/tex]

Hope this helps!

Step-by-step explanation:

y = mx + b

mx = y - b

[tex]\frac{mx}{x}[/tex] = [tex]\frac{y-b}{x}[/tex]

m = [tex]\frac{y - b}{x}[/tex]

t is not accurate to claim that someone is healthier simply because they consume more calories or more vegetables. A variety of factors, including the quality and nutrient density of the food consumed, physical activity levels, genetics, and overall lifestyle choices, all contribute to overall health. Therefore, it is important to consider a comprehensive approach to evaluating health rather than relying solely on calorie intake as a metric.

What is genetic?

Genetics refers to the study of genes, heredity, and variation in living organisms. Genes are segments of DNA that contain instructions for building and maintaining an organism, and they are passed down from parents to their offspring through reproduction.

Simply comparing the number of calories consumed by two individuals is not a sufficient way to determine who is healthier. While consuming a diet with a variety of vegetables can certainly contribute to good health, there are many other factors that can affect overall health.

For example, the quality and nutrient density of the food consumed is important, not just the quantity. A person consuming 2,000 calories from nutrient-dense whole foods, including a variety of vegetables, may be healthier than someone consuming 2,500 calories from highly processed, nutrient-poor foods.

Additionally, individual factors such as physical activity levels, genetics, and overall lifestyle choices can also impact overall health. Therefore, it is important to take a comprehensive approach to evaluating health rather than relying solely on calorie intake as a metric.

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Answer:

then he's scored all the goals 9/9

The area between the two curves will be around 17/6 square units.

Let's start by setting the two equations equal to each other:

|+3|−2 = 1−(1/3)|−2|

Case 1: +3≥0

In this case, the equation simplifies to:

+3−2 = 1−(1/3)|−2|

Simplifying further, we get:

= 1

Case 2: +3<0

In this case, the equation simplifies to:

−(+3)−2 = 1−(1/3)|−2|

Simplifying further, we get:

= −2

two curves intersect at =−2 and =1.

we need to integrate the difference between the two curves with respect to , from =−2 to =1:

∫−2¹ [(1−(1/3)|−2|)−(|+3|−2)] d

Simplifying the absolute values,

∫−2¹ [(1−(1/3)(−2))−(|+3|−2)] d

Next, we can break up the integral into two parts:

∫−2¹ [1−(1/3)(−2)] d − ∫−2¹ (|+3|−2) d

Simplifying, (7/3) + (1/2) = 17/6

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The 95 % confidence interval based on the same data is 90 ± 30. Option b is right choice.

To calculate the 95% confidence interval based on the same data, we need to use the formula:

CI = [tex]\bar x[/tex] ± zα/2 x (σ / √n)

where:

[tex]\bar x[/tex] is the sample mean

zα/2 is the z-score corresponding to the desired confidence level (in this case, 95% confidence level, so zα/2 = 1.96)

σ is the population standard deviation (which is unknown, so we'll use the sample standard deviation instead)

n is the sample size

Given that the 90% confidence interval is 90 ± 30, we can conclude that:

[tex]\bar x[/tex] = 90

the margin of error = 30 / 1.645 (corresponding to the z-score for 90% confidence level) = 18.22

the sample standard deviation is unknown, so we cannot determine the exact value of σ.

Therefore, the 95% confidence interval can be calculated as follows:

CI = 90 ± 1.96 x (18.22 / √n)

To find the answer choice that could be the 95% confidence interval, we need to check which one contains the range of values that can be obtained using this formula for different sample sizes.

a. 90 ± 21: This range is too narrow to be a 95% confidence interval. It corresponds to a margin of error of

21 / 1.96 = 10.71

which is smaller than the margin of error for the 90% confidence interval (which was 30 / 1.645 = 18.22).

Therefore, this option is not correct.

b. 90 ± 30: This is the same range as the 90% confidence interval, which we already know is correct.

Therefore, this option is also correct.

c. 90 ± 39: This range is too wide to be a 95% confidence interval. It corresponds to a margin of error of

39 / 1.96 = 19.90

which is larger than the margin of error for the 90% confidence interval (which was 30 / 1.645 = 18.22).

Therefore, this option is not correct.

d. 90 ± 70: This range is also too wide to be a 95% confidence interval. It corresponds to a margin of error of 70 / 1.96 = 35.71, which is much larger than the margin of error for the 90% confidence interval (which was 30 / 1.645 = 18.22).

Therefore, this option is not correct.

Therefore, the correct answers are b. 90 ± 30.

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Question:

A 90% confidence interval for the mean μ of a population is computed from a random sample and is found to be 90 ± 30. Which of the following could be the 95 % confidence interval based on the same data?

a. 90 ± 21

b. 90 ± 30

c. 90 ± 39

d. 90 ± 70

You can follow the order of operations with all of the other operations in the equation and treat the operations in the expression separately. Option 2.

The order of operations is a set of rules that dictate the sequence in which mathematical operations should be performed in an expression. These rules are designed to ensure that the expression is evaluated correctly and consistently.

When interpreting an expression as a given quantity, you are essentially substituting a value for a variable in the expression. This does not contradict the order of operations because the rules still apply, but the variables in the expression are treated as known values rather than unknown variables.

For example, if you have the expression 2 + 3 × 4, following the order of operations, you would first perform the multiplication (3 × 4 = 12) and then add the result to 2 (2 + 12 = 14).

If you are asked to interpret this expression as a given quantity when x = 3, you would substitute 3 for x and get 2 + 3 × 4 = 14, which is the same result obtained by following the order of operations.

In short, interpreting an expression as a given quantity does not contradict the order of operations because the rules still apply, but the variables in the expression are treated as known values.

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The only transformation that would carry rectangle ABCD onto itself is a single rotation of 180 degrees in a parallelogram.

Rectangle ABCD's characteristics and how each transformation affects its orientation and location must be examined in order to identify the collection of reflections and rotations that would carry the rectangle onto itself of a parallelogram.

First, using the provided coordinates, let's determine the sides of the rectangle: AB is parallel to DC, and AD is parallel to BC. Also, we can observe that the lengths of AB and AD are equal to DC and BC, respectively, indicating that the opposite sides are congruent.

The rectangle is first suggested to be rotated 180 degrees. This transformation simply maps each point to its corresponding point on the rectangle; the rectangle's orientation is left unchanged. Hence, rectangle ABCD would be carried onto itself by this transformation alone.

The rectangle is first reflected over the x-axis, rotated 180 degrees, and then reflected once more over the x-axis is the second transformation suggested. This series of transformations flips the rectangle's orientation while mapping each point to its equivalent point on the other side of the rectangle. Hence, the rectangle ABCD would not be carried onto itself by this transformation sequence.

The third suggested transformation involves reflecting the rectangle first over the y-axis, then over the line y = x, and then back over the y-axis. The rectangle's orientation is maintained but its position is altered by this series of modifications. Hence, the rectangle ABCD would not be carried onto itself by this transformation sequence.

The rectangle is to be rotated 180 degrees, reflected over the line y = x, and then reflected over the x-axis as the fourth transformation suggested. Each point is moved and mapped to a point on the other side of the rectangle via this series of transformations. The rectangle's orientation is also altered, though. Hence, the rectangle ABCD would not be carried onto itself by this transformation sequence.

Hence, a single 180° rotation is the only transformation that could turn rectangle ABCD upon itself.

In conclusion, we studied the features of the rectangle and the consequences of each transformation on its orientation and location to find the set of reflections and rotations that would transport rectangle ABCD onto itself. In contrast to the other suggested transformations, we discovered that only a single rotation of 180 degrees would keep the rectangle's orientation and location intact.

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