18. What is the y-intercept of the line BC?
O A-2
B) -3
C) -2.3
OD 2

Answer:

1027202

Step-by-step explanation:

1,027,202

You are in high school you should know how to add.

Answer:

\((y - 2)(x - 5)\)

Step-by-step explanation:

\( = xy - 5y - 2x + 10\)

\( = y(x - 5) - 2(x - 5)\)

\( = (y - 2)(x - 5)\)

B because it is proportional and starts at 0 cups os soap 0 cups of water unlike A and D

The Wronskian of the given vector functions is -42e^(6t).

The Wronskian is a determinant of a matrix composed of the given vector functions and their derivatives. For the given functions, the matrix and its determinant are calculated as follows:

| 2e^t -e^(2t) e^(3t) |

| 1e^t 3e^(2t) -5e^(3t) |

| 0e^t 5e^(2t) 0e^(3t) |

Det = 2e^t * 3e^(2t) * 0e^(3t) + (-1e^(2t)) * 5e^(2t) * 2e^(t) + 1e^(3t) * 1e^(2t) * 1e^(t)

- (0e^(3t)) * 3e^(2t) * 1e^(t) - (-1e^(2t)) * 0e^(t) * 1e^(3t) - 2e^(t) * 5e^(2t) * 1e^(3t)

Simplifying the above expression, we get:

Det = -42e^(6t)

Therefore, the Wronskian of the given vector functions is -42e^(6t).

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The Wronskian of the given vector functions is 30e^(4t) - 12e^(5t).

To find the Wronskian of the given vector functions, we need to first arrange the functions as columns of a matrix and then take the determinant of the resulting matrix. That is:

W = | x1 x2 x3 |

| 2e^t -e^(2t) e^(3t) |

| e^t 6e^(2t) -15e^(3t)|

| 0 10e^(2t) 0 |

Expanding the determinant along the first row, we get:

W = 2e^t |-e^(2t) e^(3t)|

| 6e^(2t) -15e^(3t)|

+ e^t |10e^(2t) 0 |

| 0 0 |

W = 2e^t(-e^(2t)(-15e^(3t)) - e^(3t)(6e^(2t))) + e^t(10e^(2t)(0))

W = 30e^(4t) - 12e^(5t)

Therefore, the Wronskian of the given vector functions is 30e^(4t) - 12e^(5t).

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In summary This is the solution to the differential equation (2x-1)dx+(7y+3)dy=0.

Why is it?

To solve for (2x-1)dx+(7y+3)dy=0, we need to find a function whose differential is (2x-1)dx+(7y+3)dy.

We can do this by integrating both sides with respect to their respective variables:

∫(2x-1)dx + ∫(7y+3)dy = 0

Integrating the first term with respect to x gives:

x²2 - x + C1

where C1 is the constant of integration.

Integrating the second term with respect to y gives:

7/2 y²2 + 3y + C2

where C2 is the constant of integration.

So the general solution to the differential equation is:

x²2 - x + C1 + 7/2 y²2 + 3y + C2 = 0

We can simplify this by combining the constants into a single constant, say C:

x²2 - x + 7/2 y²2 + 3y + C = 0

This is the solution to the differential equation (2x-1)dx+(7y+3)dy=0.

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The acceptable conclusions to a hypothesis test are option a, c, d, f.

What is hypothesis test?

Hypothesis Testing is a way of statistical analysis in which a person can  put his assumptions about a population parameter to the test. It usually  used to estimate the relationship between two statistical variables.

By the property of hypothesis test the following can be stated.

⇒The value of the test statistic lies in the non rejection region. Therefore, there is no evidence to suggest that the alternative hypothesis is true.

⇒ The value of the test statistic lies in the rejection region. Therefore, there is evidence to suggest that the null hypothesis is not true.

⇒The value of the test statistic does not lie in the rejection region. Therefore, there is no evidence to suggest that the alternative hypothesis is true.

⇒ The value of the test statistic lies in the rejection region. Therefore, there is evidence to suggest that the alternative hypothesis is true.

Hence the correct options are a, c, d, f.

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Check the picture below.

Answer:1.1z+1.35c=1.16(11)

Step-by-step explanation:

I did the test

Answer:

1.4 pounds

Step-by-step explanation:

Answer:

1.4

Step-by-step explanation:

8x2.8 = 22.4

22.4/16 = 1.4 pound

\(Question\)

*give me some good examples of some : Struggles our founding fathers faced when creating our new nation

* explain how strengths and the weaknesses in the Articles of Confederation

Answer:

1. Many of them disagreed on things such as slavery and the ways to equalize power. Their other big obstacle was maintaining the same level of power throughout the government along with making the states happy.

2.

There was only one vote per state, regardless of its size

There was no power to regulate commerce or trade between the states - each state could put tariffs on trade between states

The National Government did not have the independent power to tax.

\(Weaknesses\)↑

\(Strengths\)↓

The Articles of Confederation were a written agreement and the first constitution of the United States of America.

The authority to declare war and make peace

The Articles of Confederation gave Congress the power to manage Native Indian affairs

Hope this helps!!

\(xXxAnimexXx\)

Answer:

The school can host 400 football programs.

Step-by-step explanation:

To find out how many football programs, you will need to divide because this question is like 'Adam has 6 apples. Adam has 2 friends. How many apples can each friend take?'. It would look like:

2200÷5.5 (the '0' in 5.50 cancels out because it means the same thing as 5.5)

22000÷55 (the extra '0' in the 2200 is there because to divide by decimals, the divisor has to be a whole number and to get a whole number from 5.5, you have to times it by ten and if you do that to the 5.5, you will have to do it to the 2200)

Then you do long division and your final answer would be:

400.

Therefore, the school can host 400 football programs.

Answer:

5.1  6.2

Step-by-step explanation:

5.y2-y1/x2-x1
  7-4/6-1=1
6.y2-y1/x2-x1
  -4+6/-1+2=2

Answer:

\(-2x^2-x\). Your answer was wrong because "x-squared" terms didn't cancel.

Step-by-step explanation:

To solve this problem, set up an equation.  We know something is supposed to be added to the expression \(2x^2+2x\), and the result should be x. So:

\(2x^2+2x+(\text{ ? })=x\)

We want to solve for the question mark... the unknown thing that we're adding to the original expression, in order to get x.

It is uncommon to put question marks in equations to represent quantities. Usually we use a letter. Since x is already being used in the equation, we should pick something else ... we could use "y".

\(2x^2+2x+(\text{ } y \text{ })=x\)

...or just...

\(2x^2+2x+y=x\)

Algebra allows us to solve the equation and find out what "y" is equivalent to.

To solve, we want to get the "y" by itself. To do so, we try to eliminate the other "terms" from the left side of the equation.

Understanding "terms" & "like terms"

Terms

"Terms" in an equation are either a number multiplied to other things, or just a single number that isn't multiplied to anything else.

For example, the various terms in our equation above are

\(2x^2\), \(2x\), \(y\), \(x\)

You might ask why the last things, which don't have a number, are considered terms.

Remember that multiplying by 1 doesn't change anything, so we could imagine each of the last two terms as being 1 times the letter.

So, we can rewrite our equation:

 \(2x^2+2x+1y=1x\)

Like terms

"Like terms" are terms where the "other stuff the numbers are multiplied to" is the same, so for instance, the \(2x\) and the \(1x\) are like terms. They are like terms because, the "other stuff" that the numbers are multiplied to are "x" for both terms. Note that \(2x\) and \(2x^2\) are not "like terms" because the "stuff" is different:

\(x\) is different than \(x^2\)

"Like terms" are important because only like terms can be "combined" into a single simplified term.

Solving equations

To solve an equation, we isolate what we're solving for, y, by disconnecting the other terms from it, and simplify.

Starting with subtracting 2x from both sides of the equation:

\(2x^2+2x+1y=1x\\(2x^2+2x+1y)-2x=(1x)-2x\)

Subtraction is the same as "adding a negative":

\(2x^2+2x+1y+(-2x)=1x+(-2x)\)

Since all terms are now connected by addition, we can add in any order we want (because of the Commutative Property of Addition), and we can combine like terms.

Thinking just about the number parts, since \(1+(-2)=-1\),  then \(1x+(-2x)=-1x\).

Returning to our main equation, the right side simplifies:

\(2x^2+2x+1y+(-2x)=1x+(-2x)\\2x^2+2x+1y+(-2x)=-1x\)

On the left side: \(2x\) and \(-2x\) are like terms.

Fact: \(2+(-2)=0\)

So, \(2x+(-2x)=0x\)

Since anything times zero is just zero, \(0x=0\). Furthermore, adding zero to anything doesn't change it.  So when the \(2x\) and \(-2x\) terms on the left side of our main equation are combined, they "disappear" (While we talked through are a lot of rules/steps to justify why that works, it is common to omit those justifications, and to just combine those like terms and make them disappear.)

So, \(2x^2+2x+1y+(-2x)=-1x\) simplifies to:

\(2x^2+1y=-1x\)

Similarly for the \(2x^2\) term, we subtract from both sides:

\(2x^2+1y=-1x\\(2x^2+1y)-2x^2=(-1x)-2x^2\\2x^2+1y+(-2x^2)=-1x+(-2x^2)\)

Combining like terms on the left, they disappear.

\(1y=-1x+(-2x^2)\)

There are no like terms on the right.

Since the two terms on the right are added together, we can use the commutative property of addition to rearrange:

\(1y=-2x^2+(-1x)\)

Addition of a negative can turn back into subtraction, and simplify multiplication by 1.

\(y=-2x^2-x\)

Remembering we chose "y" as the unknown thing we wanted to know, that's why the "correct answer" is what it is.

Verifying an answer

Verifying can double check an answer, and helps explain why the answer you chose doesn't work.

To verify an answer, the original statement said add something to the expression and get a result of "x". So, let's see if the "correct answer" does:

\(2x^2+2x+(\text{ } ? \text{ })\\2x^2+2x+(-2x^2-x)\\2x^2+2x+(-2x^2-1x)\\2x^2+2x+(-2x^2)+(-1x)\)

Combining the "x-squared" terms, completely cancels...

\(2x+(-1x)\)

Combining the "x" terms, and simplifying...

\(1x\\x\)

So it works.

Why isn't the answer what you chose:

\(2x^2+2x+(\text{ } ? \text{ })\\2x^2+2x+(-x^2-x)\\2x^2+2x+(-1x^2-1x)\\2x^2+2x+(-1x^2)+(-1x)\)

Combining the x-squared terms, things don't completely cancel...

\(1x^2+2x+(-1x)\)

Combining the x terms...

\(1x^2+1x\\x^2+x\)

So adding the answer that you chose to the expression would not give a result of "x", which is why it is "wrong"

The surface area of a slanted cylinder can be calculated using the formula SA = 2πrh + 2πr2, where r is the radius of the base of the cylinder and h is the height.

To find the surface area with just the height and slant height, first calculate the slant height (s) by subtracting the height (h) from the slant height (sl). The slant height (s) can then be used to find the radius (r) of the cylinder's base using the Pythagorean Theorem (r2 = s2 - h2). Finally, the surface area of the slanted cylinder can be found by plugging the calculated radius and height into the SA formula (SA = 2πrh + 2πr2).

For example, if the height of the cylinder is 10 and the slant height is 14, the slant height (s) is 4, the radius (r) is 3.46, and the surface area (SA) is 94.5π.

It is important to remember that the slant height, height, and radius of the cylinder must all be given in the same unit of measurement.

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The probability that the shipment is accepted is 0.278685

The following problem is a problem of the binomial distribution. Here,

n = 31

p = probability of pills being a defect = 0.08

We need to find the probability that the batch is affected.

This means we need to find

P(X≤1)

PMF of Binomial is given by

P(X = x) = ⁿCₓ pˣ (1-p)ⁿ⁻ˣ

= P(X = 0) + P(X = 1)

=  ³¹C₀ 0.08⁰ 0.92³¹ +  ³¹C₁ 0.08 X  0.92³⁰

= 0.92³⁰(0.92 + 31X0.08)

= 0.92³⁰ X 3.4

=0.278685

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Answer:

Char's monthly payment for the TV was $182.56.

Step-by-step explanation:

To find the answer, first you have to subtract the down payment from the cost of the TV:

$1,345.36-$250=$1,095.36

Then, you have to divide the remaining amount by six to find the monthly payment:

$1,095.36/6=$182.56

According to this, the answer is that Char's monthly payment for the TV was $182.56.

Answer:

Corresponding angles :)

Answer:

the third line

Step-by-step explanation:

i just need points

Raven bought 1/3 kg of turkey ham, and Chisa bought 2/9 kg less. The total amount of turkey ham they bought together is 1/3 + 1/9 = 3/9 + 1/9 = 4/9 kg. Together, they bought a total of 4/9 kg of turkey ham.

A fraction is a mathematical symbol that represents a portion of a whole or a component of a number. It is made up of two numbers divided by a horizontal line, with the number above the line (numerator) indicating the portion under consideration and the number below the line (denominator) indicating the entire or the total number of equal parts in the whole.

From the given information, we know that Raven bought 1/3 kg of turkey ham, and Chisa bought 2/9 kg less than Raven. This means that Chisa bought:

1/3 kg - 2/9 kg = 3/9 kg - 2/9 kg = 1/9 kg

Now we can find the total amount of turkey ham they bought together by adding Raven's purchase and Chisa's purchase:

1/3 kg + 1/9 kg = 3/9 kg + 1/9 kg = 4/9 kg

Therefore, Raven and Chisa bought a total of 4/9 kg of turkey ham together.

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Answer:

1. r = -4

3. n=6

5. m = -5

7. x=0.66= \(\frac{2}{3}\)

Step-by-step explanation:

1.

-52=4(7+5r)

-52=28+20r

Subtract 20r from both sides

-20r-52=28

Add 52 to both sides

-20r=80

Divide both sides by -20

r = -4

3.

8(n-5)=-5n+38

8n-40=-5n+38

Add 5n to both sides

13n-40=38

Add 40 to both sides

13n=78

Divide both sides by 13

n=6

5.

-33+5m=2(1+6m)

-33+5m=2+12m

Subtract 12m from both sides

-33-7m=2

Add 33 to both sides

-7m=35

Divide both sides by -7

m=-5

7.

2(7x-2)=2(x+4)

14x-4=2x+4

Subtract 2x from both sides

12x-4=4

Add 4 to both sides

12x=8

Divide both sides by 12

x=0.66...

Answer:

Step-by-step explanation:

We can set the equations equal to each other:

8x+13 = 11x-23

13 = 3x-23

3x = 36

x = 12

2y+12 = 4y-4

12 = 2y-4

2y = 16

y = 8

Hope this helps!

Answer:

x = 12 , y = 8

Step-by-step explanation:

if QRST is a parallelogram , then

• opposite angles and sides are congruent

then

∠ S = ∠ Q , that is

11x - 23 = 8x + 13 ( subtract 8x from both sides )

3x - 23 = 13 ( add 23 to both sides )

3x = 36 ( divide both sides by 3 )

x = 12

and

RS = QT

4y - 4 = 2y + 12 ( subtract 2y from both sides )

2y - 4 = 12 ( add 4 to both sides )

2y = 16 ( divide both sides by 2 )

y = 8

Answer:

HTML and SQL

Step-by-step explanation:

At the end of 2018, the world population was approximately 7.53 billion people. This figure is calculated by taking the total population at the end of 2017, 7.4 billion people, and multiplying it by the population growth rate of 1.07%..

This means that the world population increased by approximately 130 million people in 2018. This population growth rate is consistent with the average growth rate of the world population over the last decade. While the population growth rate has been decreasing over the past few decades, it is still relatively high at 1.07%.

The high population growth rate is primarily due to high fertility rates in developing countries and a longer life expectancy in developed countries. This means that more people are born and fewer people die each year. As a result, the total population of the world increases each year.

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The velocity of the ball at t = 2 is as follows: v(2) = lim t→2 (−16t14)(t − 2) /(t − 2) = -224.

A limit is a mathematical concept that represents the value a function or sequence approaches as the input or index approaches some value or approaches infinity or negative infinity. It may be a single real number or ± infinity, depending on the behavior of the function around the limit point.

Here are the steps for evaluating a limit by factoring:

1: Use algebraic techniques to simplify the expression and cancel out any common factors.

2: Substitute the limiting value of the function. Use direct substitution if possible.

3: If the denominator equals zero after substitution, factor the numerator and denominator, then cancel out any common factors.

4: Use the properties of limits to simplify the expression and evaluate it.

The velocity of the ball at t = 2 is as follows: v(2) = lim t→2 (−16t14)(t − 2) /(t − 2) = -224.

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4 and 5!

Can confirm because I just did it :D

Answer: 1/125

Step-by-step explanation: 5^3 is 125/1, so 5^-3 is 1/125.

Answer: 1/125, 5^3 is 125/1, so 5^-3 is 1/125.

Step-by-step explanation: joe mama

Using quantifiers; a) ∀ student ∈ this class, ∃ exactly 2 mathematics classes ∈ this school that the student has taken and b) ∃ person, ∀ country ∈ the world (country ≠ Libya), the person has visited that country.

a) "Every student in this class has taken exactly two mathematics classes at this school."

In this statement, we have two main quantifiers:

Universal quantifier (∀): This quantifier denotes that we are making a statement about every individual student in the class. It indicates that the following condition applies to each and every student.

Existential quantifier (∃): This quantifier indicates the existence of something. In this case, it asserts that there exists exactly two mathematics classes at this school that each student has taken.

So, when we combine these quantifiers and their respective conditions, we get the statement: "For every student in this class, there exists exactly two mathematics classes at this school that the student has taken."

b) "Someone has visited every country in the world except Libya."

In this statement, we also have two main quantifiers:

Existential quantifier (∃): This quantifier signifies the existence of a person who satisfies a particular condition. It asserts that there is at least one person.

Universal quantifier (∀): This quantifier denotes that we are making a statement about every individual country in the world (excluding Libya). It indicates that the following condition applies to each and every country.

So, when we combine these quantifiers and their respective conditions, we get the statement: "There exists at least one person who has visited every country in the world (excluding Libya)."

In summary, quantifiers are used to express the scope of a statement and to indicate whether it applies to every element or if there is at least one element that satisfies the given condition.

Therefore, Using quantifiers; a) ∀ student ∈ this class, ∃ exactly 2 mathematics classes ∈ this school that the student has taken and b) ∃ person, ∀ country ∈ the world (country ≠ Libya), the person has visited that country.

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1) Therefore, the approximate mean of the circle is 125 feet. 2) Therefore, the approximate variance of the circle is 0.1 ft².

To approximate the mean and variance of the circle to first order, we need to use the concept of linear approximation.

The linear approximation formula is as follows:
f(x) ≈ f(a) + f'(a)(x - a)

In this case, the mean and variance of the circle can be approximated using the linear approximation formula.

1. Approximating the mean:
The mean of the circle is given as the random variable with a mean of 125 feet.

Since the linear approximation formula uses a first-order approximation, we can approximate the mean of the circle as the mean of the random variable itself, which is 125 feet.

Therefore, the approximate mean of the circle is 125 feet.

2. Approximating the variance:
The variance of the circle is given as the random variable with a variance of 0.1 ft² (standard deviation = 0.32 ft).

To approximate the variance to first order, we need to use the formula:

Var(X) ≈ Var(a) + 2a * Cov(X, Y) + a² * Var(Y)

Since the radius of the circle is a random variable with a variance of 0.1 ft², we can approximate the variance of the circle to first order as the variance of the random variable itself, which is 0.1 ft².

Therefore, the approximate variance of the circle is 0.1 ft².

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The quadrilateral that is described with the given properties is known as; Rhombus

A quadrilateral is defined as a closed shape and a type of polygon that has four sides, four vertices and four angles.

Now, we are told that at least  at least two pairs of consecutive sides are congruent, diagonals are perpendicular to one another.

The only quadrilaterals that fit into thus definition are square and rhombus.

Now, we are told that the quadrilateral cannot be inscribed in a circle. A square can be inscribed in a circle but not a rhombus and as such we can say that the quadrilateral with the given properties is a rhombus,

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Data;

n=31

x=33

s=2

Critical value

Use t-score with degrees of freedom (df) of n-1

df=31-1=30

Critial value: 2.45726

Multiply the critical value by the standard deviation (s):