2. To solve this system using the addition method, you would need to multiply the first equation
by what number in order for the y's to add out? 3x-y=3 -2x + 2y = 6

Step-by-step:

Use slope formula to find the slope. (y - y)/(x - x)

Make sure the x and y in front of the minus is a pair that goes together, as well as the x and y behind the minus sign. So

8 - -4 goes on top, that's 12

0 - -1 goes under, thats 1

12/1 is the slope which is just 12. Use either point to fill in the second x and the second y in the point-slope equation. m is the slope.

y - y = m(x - x)

y - 8 = 12(x - 0)

y - 8 = 12x

Answer:

97

Step-by-step explanation:

92+55=147

180-147=33

85+45=130

180-130=50

50+33=83

180-83=97

The proportion of employees who either have MBAs or are managers is 0.31, or 31%.

Let M be the event that an employee is a manager, and let B be the event that an employee has an MBA degree. We know:

P(M) = 0.15 (15% of the employees are managers)

P(B) = 0.25 (25% of the employees have MBA degrees)

P(B|M) = 0.6 (60% of the managers have MBA degrees)

We want to find P(M or B), the probability that an employee is either a manager or has an MBA degree.

We can use the formula:

P(M or B) = P(M) + P(B) - P(M and B)

To find P(M and B), we can use the conditional probability formula:

P(M and B) = P(B|M) * P(M)

Plugging in the values, we get:

P(M and B) = 0.6 * 0.15 = 0.09

Now we can plug in all the values to get:

P(M or B) = P(M) + P(B) - P(M and B) = 0.15 + 0.25 - 0.09 = 0.31

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The domain of the function f(x, y) = y − x² / (16 − x²) is the set of all (x, y) pairs such that the denominator is not equal to zero (0). This is because division by zero is undefined. Therefore, the domain is the set of all (x, y) pairs such that

16 − x² ≠ 0.

Simplifying the inequality:

16 ≠ x²

x² ≠ 16

x ≠ ±4

Thus, the domain of the function is all ordered pairs (x, y) such that x ≠ ±4. The domain is all points in the plane except for the vertical lines x = 4 and x = -4, as they would cause zero division. We are tasked with finding the function's domain for the function

f(x, y) = y − x² / (16 − x²)

f(x, y) = y − x² / (16 − x²), we are tasked with finding the function's domain. To do so, we need to determine the values of x and y for which the function is defined. In other words, we need to find all ordered pairs (x, y) for which the process is not undefined due to division by zero.

The function has a denominator of (16 − x²), which cannot be equal to zero (0). Thus, the function's domain is the set of all (x, y) pairs, such as 16 − x² ≠ 0. Simplifying the inequality gives:

x² ≠ 16

x ≠ ±4

Therefore, the domain of the function is all ordered pairs (x, y) such that x ≠ ±4. In other words, the domain is all points in the plane except for the vertical lines x = 4 and x = -4. This is because any point (x, y) on these lines would cause division by zero to occur when computing the function value.

The domain of the function f(x, y) = y − x² / (16 − x²) is the set of all ordered pairs (x, y) such that x ≠ ±4. This is because the function has a denominator of (16 − x²), which cannot be equal to zero (0). Thus, the domain is all points in the plane except for the vertical lines x = 4 and x = -4.

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The value x in the formula represents the value of each observation of the data-set.

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Using it's concept, it is found that:

Hence, considering the bullet-points above, the descriptions are as follows:

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The equation of the elastic curve for the beam between x1 and x2 is\(y(x) = w(x - x1)^2(x - x2)^2/24EI.\)

Determine the equations of the elastic curve for the beam using the x1 and x2 coordinates. EI is constant.

To determine the equations of the elastic curve for a beam, we need to use the differential equation of the deflection curve, which relates the bending moment, the shear force, and the distributed load to the deflection of the beam. The differential equation for a beam with constant bending stiffness (EI) and distributed load w(x) is:

\(d^2y/dx^2 = M(x)/EI\)

where y(x) is the deflection of the beam at a distance x from the origin, M(x) is the bending moment at x, and EI is the bending stiffness of the beam.

The bending moment and the shear force at a distance x from the origin can be obtained by integrating the load and the load moment distribution from the origin to x. For a simply supported beam with a uniformly distributed load of w per unit length, the bending moment and the shear force can be expressed as:

\(M(x) = w(x - x1)^2/2\), for x1 ≤ x ≤ x2

\(V(x) = w(x - x1) - w(x2 - x1\)), for x1 ≤ x ≤ x2

where x1 and x2 are the distances from the origin to the left and right supports, respectively.

Integrating the differential equation twice with respect to x and applying the boundary conditions\((y(x1) = y(x2) = 0 $ and $ dy/dx|x=x1 = dy/dx|x=x2 = 0)\) yields:

\(y(x) = w(x - x1)^2(x - x2)^2/24EI\), for x1 ≤ x ≤ x2

Therefore, the equation of the elastic curve for the beam between x1 and x2 is \(y(x) = w(x - x1)^2(x - x2)^2/24EI\).

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Answer:

D.3

Step-by-step explanation:

We are going to use the Slope Formula --> (y2-y1)/(x2-x1)

(9-3)/(3-1)=6/2=3

Answer:

Step-by-step explanation:

5y 4 to the power

You have the right idea so far.

Use the fact that x = y and z = y to get x = z. We can use the transitive property or the substitution property (they are effectively the same idea).

Then you'll use the fact that w = x and w = t to get x = t. The same property is used here as well.

Lastly, connect x = z and x = t which will end up with t = z.

Answer:

$21

Step-by-step explanation:

We need to find out 1/3 of 63.

63*1/3=21

So 63-21=$42

Lakesha spent $21 on vegtables (and has $42 left.)

Answer:

No

Step-by-step explanation:

14/9ths is not greater than two because 9 two times is greater than fourteen.

Answer:

No

Step-by-step explanation:

Because, 14/9 is equal to 1.555.... and 1.555.... is less than 2.

Hope I helped!!

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28x + 20y should be it.

Answer: probably a

Step-by-step explanation:

Answer:

E

Step-by-step explanation:

NO

Distributive property of multiplication over subtraction

where a, b, and c are some numbers.

Substituting with a = 5, b = 4, and c = 2, we get:

Answer:

\( 155 = {2}^{7} + {3}^{3} \)

Step-by-step explanation:

\( \because \: 155 = 128 + 27 \\ 128 = {2}^{7} \: \: and \: \: {3}^{3} \\ \\ \huge \red{ \boxed{ \therefore \: 155 = {2}^{7} + {3}^{3} }}\)

Answer:

87.5% increase

Step-by-step explanation:

75 - 40 = 35

Find what percentage 35 is of 40, and you can do so by dividing.

35 ÷ 40 = 0.875

0.875 = 87.5%

Answer: 6-y

explanation:

add the numbers in the bracket as they have the same variable (y):

5y + 6 - 6y

5y and - 6y have the same variable, so solve them:

you get

6 - 1y

the left over numbers don't have the same variable so they can't be simplified further.

Answer:

There is no "=" sign, so this is just an expression.  To solve means to simplify by combining like terms, where possible.

5y+6-(5y+y) = -y + 6  

Step-by-step explanation:

5y+6-(5y+y)

5y+6-(6y)     [Simplify by combining like terms]

5y+6-6y        [Remove the parentheses, remembering to multiply 6y by -1]

-y + 6            [Combine like terms]

Answer:

Each person will get 3/20 of the bag of candies

Step-by-step explanation:

3/5 divided by 4 = 3/5 * 1/4 = 3/20

Please mark as brainliest if the answer is correct!

Also, feel free to tell me if my answer is wrong, or you have more questions. :D

A type I error occurs when a researcher mistakenly rejects a true null hypothesis. In other words, it is a false positive result. Let's break down what happens in a type I error:

1. The researcher starts with a null hypothesis, which assumes that there is no significant relationship or effect between the variables being studied.

2. To test the null hypothesis, the researcher collects data and performs statistical analysis.

3. In a type I error, the researcher incorrectly concludes that there is a significant relationship or effect when, in fact, there is none.

4. This error can happen due to various reasons, such as sample size, random chance, or flaws in the experimental design.

To avoid type I errors, researchers typically set a predetermined significance level (often denoted as α) before conducting the study. The significance level represents the probability of making a type I error. By setting a lower significance level, such as α = 0.05, researchers aim to reduce the chances of mistakenly rejecting the null hypothesis.

In the context of the given question, if the researcher is trying to reduce error and avoid a type I error, it means they want to minimize the risk of incorrectly inferring findings to another practice setting. This would increase the confidence that nurses have in applying the research findings to their own work.

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Answer:

The cost for Thato's usage of 35 kl of water is R702.48.

Step-by-step explanation:

Since Thato used 35 kl of water, she falls into the third category where the rate is R16.20 per kl. We can calculate the cost as follows:

Cost = Fixed charge + (Rate per kl × Usage) + Infrastructure fee

The fixed charge is free for infrastructure, so we don't need to include it in this calculation.

Cost = (Rate per kl × Usage) + Infrastructure fee

= (R16.20 × 35) + R7.15

= R567.00 + R7.15

= R574.15

We also need to add 15% VAT to the cost:

Total cost = Cost × (1 + VAT)

= R574.15 × 1.15

= R702.48

Therefore, the cost for Thato's usage of 35 kl of water is R702.48.

2.4.2. Answer: The new fixed charge would be R92.81.

Explanation:

If the fixed charge is increased by 15%, the new fixed charge would be:

New fixed charge = Old fixed charge + (15% of old fixed charge)

= R80.70 + (0.15 × R80.70)

= R80.70 + R12.11

= R92.81

Therefore, the new fixed charge would be R92.81.

Answer:

X = 1

Step-by-step explanation:

2x + 6 = 8

2x [+6 = 8

2x = 8 - 6

2x = 2

x = 1

The answer is C. you're welcome.

Answer:

I think it will be rectangle or square

because rectangle and Square have 4 right angles

and each two opposite sides are parallel

Answer:

80 degrees

Step-by-step explanation:

The sum of the interior angles of any quadrilateral is 360 degrees. Adding up the known measures gives you 95 + 123 + 62 = 280. Then you can subtract that from 360. 360 - 280 = 80. So x has to be 80 degrees.

\(\huge{ \mathfrak{ \underline{ Answer \: \: ✓ }}}\)

The equations are :

-3x + 4y = 7. - [1]

2x + y = -1 - [2]

\( \underline{ \underline{ \bf{step} - 1}}\)

multiply equation [2] with 4

\( \longrightarrow(2x + y = -1 ) \times 4\)

\( \longrightarrow8x + 4y = - 4\)

\( \underline{ \underline{ \bf{step} -2}}\)

subtract equation [1] from [2]

\( \longrightarrow8x + 4y - ( - 3x + 4y) = - 4 - 7\)

\( \longrightarrow8x + 4y + 3x - 4y = - 11\)

\( \longrightarrow11x = - 11\)

\( \longrightarrow \: x = - 1\)

\( \underline{ \underline{ \bf{step} - 3}}\)

plugging the value of x in equation [1]

\( \longrightarrow- 3x + 4y = 7\)

\(\longrightarrow - (3 \times - 1) + 4y = 7\)

\(\longrightarrow3 + 4y = 7\)

\(\longrightarrow4y = 4\)

\(\longrightarrow \: y = 1\)

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Answer:

y = x +9

Step-by-step explanation:

If you plug in x into the equation, you can see if you get the y on the table. For example plugging in 1 into “x+9”, will give you 10 which is the y given in the table.