Find the equation of the line.
The line is perpendicular to y = 1/2x +5 and passes through the point (4,7).

The equation of the line is: y =

Answer:

E. p - 7 + 7 = 22 + 7

Step-by-step explanation:

p - 7 + 7 = 22 + 7 ( -7 + 7 = 0)

p = 22 + 7

p - 7 = 22//

The exact value of cos theta if the terminal side of theta in standard position contains the point (6,-8) is, 3 / 5

We have to given that;

the terminal side of theta in standard position contains the point (6,-8)

Hence, For given condition we get;

The exact value of cos theta if the terminal side of theta in standard position contains the point (6,-8) is,

Here, x = 6, y = - 8

Hence, We get;

r = √x² + y²

r  = √6² + 8²

r = √36 + 64

r = √100

r = 10

So, The exact value of cos theta if the terminal side of theta in standard position contains the point (6,-8) is,

cos θ = x / r

cos θ = 6 / 10

cos θ =  3 / 5

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a. The teacher can expect the batteries to last at least 92.09 days  on minimum average.

b. The teacher will need to spend at most $49.92 on batteries for calculators over the year.

What is minimum average day?

a. The margin of error of ‡9% means that we can be 95% confident that the true average number of days the batteries will last is within 9% of the sample average. To find the minimum average number of days a teacher can expect to have the batteries last in her classroom, we subtract the margin of error from the sample average:

Minimum average = 101 - (0.09)(101) = 92.09 days (rounded to two decimal places)

Therefore, the teacher can expect the batteries to last at least 92.09 days on average.

What is spend ?

b. The total number of batteries required for the 24 TI-84 calculators is:

24 calculators x 4 batteries per calculator = 96 batteries

The total cost of the batteries will be:

96 batteries x $0.52 per battery = $49.92 (rounded to two decimal places)

Therefore, the teacher will need to spend at most $49.92 on batteries for calculators over the year, assuming all batteries need to be replaced.

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The fourth term a₄ of the sequence is 29933

From the question, we have the following definition of the function that can be used in our computation:

a₁= 3

aₙ = (aₙ₋₁)² + 4

The above definitions imply that we simply square the previous term and then add 4 to the squared result to get the current term

Using the above as a guide,

so, we have the following representation

a₂ = (3)² + 4

a₂ = 13

Also, we have

a₃ = (13)² + 4

a₃ = 173

Lastly, we have

a₄ = (173)² + 4

Evaluate the equation

a₄ = 29933

Hence, the value of a₄ is 29933

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Answer:

I cant see the answers to help you.

Step-by-step explanation:

Answer:

  square; perimeter 20 units; area 25 square units.

Step-by-step explanation:

As the attachment shows, each side of the polygon is the hypotenuse of a 3-4-5 right triangle, so has length 5 units. The perimeter is the sum of those lengths, 4×5 = 20; the area is the product of the lengths of adjacent sides, 5×5 = 25.

The figure is a square of side length 5 units.

The perimeter is 20 units; the area is 25 square units.

Answer:

I did the math there is no answer

Answer:

below

Step-by-step explanation:

'x' cannot be zero because you would then have an illegal fraction with a zero denominator

the only interval listed that does not include zero  is  ( 1, +inf)

Answer:

D.

Step-by-step explanation:

f(x) = |x|

|x| = x for x > or = 0

|x| = -x for x < 0

At x = 0

Left limit = Right limit = Function value = 0

|x| = is continuous at x = 0.

Left derivative (at x = 0) = -1

Right derivative (at x = 0) = 1

A²+B²= C²

31²+ 21²= z²

961+441 = z²

1402= z²

z= 37.443290454

Answer:

324

Step-by-step explanation:

All you're simply doing is adding 8 to each number up until the 41st term OR an easier way, using the arithmetic sequence formula as shown below in the red box:

an is the term you want to find, in this case: the 41st term.

a1 is the first term in the list of ordered numbers

n is the term position, in this case, the same as an

d is the difference whether if it's adding or subtracting.

Now match the numbers in the formula and solve using PEMDAS from left to right!

(Parenthesis, exponents, multiply, divide, add, subtract)

23

Step-by-step explanation:

The answer is 23 because it is closer to the 0

Answer: the answer is 141

Step-by-step explanation:

bro its not that hard the guy up top is a bum just add all the angles together thats the answer and remember the formula is (n-2)180 for INTERIOR i wrote it in caps cuz some of yall goofy fr

The correct value of 2f(a-1) is 2a^2 - 12a + 10.

To find the value of 2f(a-1), we need to substitute (a-1) into the function f(x) and then multiply the result by 2.

Given: f(x) = x^2 - 4x

Substituting (a-1) into the function:

f(a-1) = (a-1)^2 - 4(a-1)

Expanding and simplifying:

f(a-1) = (a^2 - 2a + 1) - (4a - 4)

f(a-1) = a^2 - 2a + 1 - 4a + 4

f(a-1) = a^2 - 6a + 5

Now, we multiply the result by 2:

2f(a-1) = 2(a^2 - 6a + 5)

Expanding:

2f(a-1) = 2a^2 - 12a + 10

Therefore, the value of 2f(a-1) is 2a^2 - 12a + 10.

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The probability of rolling a number greater than 2 on a standard number cube is 2/3.

Since we are interested in the probability of rolling a number greater than 2, we need to count the favorable outcomes and divide them by the total number of possible outcomes.

The numbers greater than 2 on the cube are 3, 4, 5, and 6, which means there are four favorable outcomes.

Since the cube has six possible outcomes in total, the probability of rolling a number greater than 2 is 4/6, which simplifies to 2/3.

Therefore, the probability of rolling a number greater than 2 on a standard number cube is 2/3.

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Answer:

X^-2 x X^3  or C

Step-by-step explanation:

why because a negative and a positive when multiplied make a negative

\( \Huge \color{lime}{\boxed{{x}^{3} \times {x}^{3}}}\)

.....Step-by-step explanation.....

\( \large \underline \color {pink}{lets \: solve \:↬} \)

\(\large \pink {\sf{⇒ \: {x}^{ - 3} \times {x}^{ - 3} }} \\ \\ \large \red{ \tt{(by \: exponent \: rule \: of \: power \: are \: added)}} \\ \\ \pink {\sf{ ⇒ \: {x}^{ - 3 + ( - 3)} } } \\ \\ \large \pink { \sf{ ⇒ \: {x}^{ - 3 - 3} }} \\ \\ \large \pink { \sf{⇒ \: {x}^{ - 6} }} \\ \\ \)

\(\large\color {blue}{\boxed{\mathfrak{❥\:Velvet\:Pearl}}}\)

The statements that are true are:

Clayton could use the relationship (x, y) right-arrow (y, x) to find the points of the image.

Clayton could negate both the x and y values in the points to find the points of the image.

C’ will move because all points move in a reflection.

The image and the pre-image will be congruent triangles.

The image and pre-image will not have the same orientation because reflections flip figures.

Options A, B, D, E, and F.

There are two ways of reflection.

Along x-axis:

(x, y) – (x, -y)

Along y-axis:

(x, y) - (-x, y)

We have,

Clayton could use the relationship (x, y) → (y, x) to find the points of the image.

This is the y = x reflection rule.

This is true.

Clayton could negate both the x and y values in the points to find the points of the image.

Reflection of (x, y) along the x-axis and y-axis consecutively will give us

(-x, -y).

This is true.

C’ will remain in the same location as C because it is on the line of reflection.

This is not true.

C’ will move because all points move in a reflection.

This is true.

The image and the pre-image will be congruent triangles.

This is true.

The image and pre-image will not have the same orientation because reflections flip figures.

This is true.

Thus,

All statements are true except the statement:

C’ will remain in the same location as C because it is on the line of reflection.

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Answer:

18 pounds if I'm correct

Answer:

\(y=-\frac{4}{5}x-\frac{21}{5}\)

Step-by-step explanation:

The fastest way is to use point-slope form with \(m=-\frac{4}{5}\) and \((x_1,y_1)=(-4,-1)\):

\(y-y_1=m(x-x_1)\\y-(-1)=-\frac{4}{5}(x-(-4))\\y+1=-\frac{4}{5}(x+4)\\y+1=-\frac{4}{5}x-\frac{16}{5}\\y=-\frac{4}{5}x-\frac{21}{5}\)

To graph the line passing through (-4,-1) with slope m = -4/5, we can use the slope-intercept form of the equation of a line, which is:

y = mx + b

where m is the slope and b is the y-intercept.

Substituting m = -4/5, x = -4, and y = -1, we can solve for b:

-1 = (-4/5)(-4) + b

-1 = 3.2 + b

b = -4.2

Therefore, the equation of the line is:

y = (-4/5)x - 4.2

To graph the line, we can plot the given point (-4,-1) and then use the slope to find additional points. Since the slope is negative, the line will slope downwards from left to right. We can find the y-intercept by setting x = 0 in the equation:

y = (-4/5)x - 4.2

y = (-4/5)(0) - 4.2

y = -4.2

So the y-intercept is (0,-4.2).

Using this point and the given point (-4,-1), we can draw a straight line passing through both points.

Here is a rough sketch of the graph:

     |

     |

     |     *

     |    /

     |   /

     |  /

-----*--------

     |

     |

     |

     |

     |

The point (-4,-1) is marked with an asterisk (*), and the y-intercept (0,-4.2) is marked with a dash. The line passing through these two points is the graph of the equation y = (-4/5)x - 4.2.

Answer:

1. There is no difference in amount of items that people are able to remember before and after being taught the memory device.

2. There is no difference between performance of men and women on memory test.

Step-by-step explanation:

Test 1:

The hypothesis for the two-way ANOVA test can be defined as follows:

H₀: There is no difference in amount of items that people are able to remember before and after being taught the memory device.

Hₐ: There is difference in amount of items that people are able to remember before and after being taught the memory device.

Use MS-Excel to perform the two-way ANOVA text.

Go to > Data > Data Analysis > Anova: Two-way with replication  

A dialog box will open.

Input Range: select all data

Rows per sample= 10

Alpha =0.05

Click OK

The ANOVA output is attaches below.

Consider the Columns data:

The p-value is 0.199.

p-value > 0.05

The null hypothesis will not be rejected.

Conclusion:

There is no difference in amount of items that people are able to remember before and after being taught the memory device.

Test 2:

The hypothesis  to determine whether or not men and women perform differently on the memory test is as follows:

H₀: There is no difference between performance of men and women on memory test.

Hₐ: There is a difference between performance of men and women on memory test.

Consider the Sample data:

The p-value is 0.075.

p-value > 0.05

The null hypothesis will not be rejected.

Conclusion:

There is no difference between performance of men and women on memory test.

Answer:

Step-by-step explanation:

Compound interest is represented by the following equation:

Therefore, for the given information:

Solve for the future amount, and then subtract it from the principal. The product would be the interest earned:

The value of m∠Q as shown in the right-angled triangle below is 62.59°.

The Formula used is:

m∠Q = cos⁻¹(s/r)........................ (1)

Where:

s = 29 m

r = 63 m

Now, Substitute these values into equation 1

m∠Q = cos⁻¹(29/63)

m∠Q = cos⁻¹(0.46)

m∠Q = 62.59°

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Answer:

4a - 20b - 3c

Step-by-step explanation:

6a - 5b - 8c - 15b - 2a + 5c

= 4a - 20b - 3c

I HOPE IT WILL HELP YOU.

Thank you.

I HOPE YOUR DAY GOES GREAT.

The rule for f in the desired form is: f(x) = (3x^2 + 12x + 13r(x) + 52) / (x + 4)

To rewrite the rule for f in the form f(x) = q(x) + d(r), we need to first write g(x) in terms of r(x).

We know that g(x) = r(x) / (x + 4) + 1, so we can rewrite it as:

g(x) = r(x) / (x + 4) + (x + 4) / (x + 4)

g(x) = (r(x) + x + 4) / (x + 4)

Now, we can see that f(x) is a transformation of g(x) with q(x) = 3x and d(r) = 13. So, we can write:

f(x) = q(x) + d(r)

f(x) = 3x + 13(r(x) + x + 4) / (x + 4)

f(x) = (3x(x + 4) + 13r(x) + 52) / (x + 4)

Therefore, the rule for f in the desired form is: f(x) = (3x^2 + 12x + 13r(x) + 52) / (x + 4)

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The cost for a day at the amusement park as a function of the number of ride tickets purchased is y = 12 + 2.75x

Linear equations are equations that have constant average rates of change. Note that the constant average rates of change can also be regarded as the slope or the gradient

The given parameters are:

Admission rate to the amusement park = $12

Cost of each ticket = $2.75

Let the number of tickets be x, and the total cost be y

So, the function can be represented as

y = Admission rate to the amusement park + Cost of each ticket * x

This gives

y = 12 + 2.75 * x

Evaluate the product

y = 12 + 2.75x

Hence, the cost for a day at the amusement park as a function of the number of ride tickets purchased is y = 12 + 2.75x

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Answer:

\(\frac{24}{20}= \frac{120}{100}\)

Step-by-step explanation:

120/100 * x = 24

1.2 * x = 24

x = 20

24 is 120% of 20

The answer missing blanks to your problems are \(\frac{24}{20}= \frac{120}{100} \\\)

Hope this helps :)

Have a nice day!

a. The answer is: The fewest number of multibase blocks required to represent 20 longs in base seven is 2 flats.

b. The answer is: The fewest number of multibase blocks required to represent 10 longs in base three is 3 flats and 1 unit.

a. To represent 20 longs in base seven, we need to find the fewest number of multibase blocks required.

In base seven, we have the following conversions:

1 long = 1 unit

1 flat = 10 units

1 block = 10 flats

To represent 20 longs, we can use 2 flats (each flat representing 10 units) and 0 units since there are no remaining units.

So, the fewest number of multibase blocks required would be 2 flats.

Therefore, the answer is: The fewest number of multibase blocks required to represent 20 longs in base seven is 2 flats.

b. To represent 10 longs in base three, we need to find the fewest number of multibase blocks required.

In base three, we have the following conversions:

1 long = 1 unit

1 flat = 3 units

1 block = 3 flats

To represent 10 longs, we can use 3 flats (each flat representing 3 units) and 1 unit since there is one remaining unit.

So, the fewest number of multibase blocks required would be 3 flats and 1 unit.

Therefore, the answer is: The fewest number of multibase blocks required to represent 10 longs in base three is 3 flats and 1 unit.

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Answer:

The answer is that image below. If it isn't correct, I'm sorry.

Answer:

y = 10 + 2x

or

y = 2x + 10

Step-by-step explanation:

She works a fixed 10 hours each week, so we start with

y = 10

Now she adds 2-hour increments. She can have 0, 1, 2, or another number of increments. x represents the number of increments. Since each increment is 2 hours, 2x represents the number of hours added by the increments. Now we add 2x to the fixed number of hours.

y = 10 + 2x

or

y = 2x + 10

Answer:

y = 2x + 10

Step-by-step explanation: