How do you find the line HJ given H(2,3) AND J(6,7)?

Answer:

7mins

Step-by-step explanation:

Answer:

It will take her 7.5 minutes.

Step-by-step explanation:

600 divided by 80 = 7.5

+add unit

Answer:

1 km = 100000 cm

As per the given equation of the least squares regression line y=10+0.9x the score of Carla's final exam is 95.5.

As given in the question,

Given equation of the least squares regression line is :

y = 10 + 0.9x

Where 'y' shows the predicted final exam score

And 'x' represents the score of the first exam.

Carla's first exam score is equal to 95

Then predicted value 'y' of the Carla's final exam score is given by :

y = 10 + ( 0.9 ) × 95

⇒ y = 10 + 85.5

⇒ y = 95.5

Therefore, the predicted final score of Carla's as per the given least squares regression line is equal to 95.5.

The above question is incomplete, the complete question is :

In a statistics course a linear regression equation was computed to predict the final exam score from the score

on the first test. The equation of the least-squares regression line was y=10+0.9x where y represents the predicted final exam score and x is the score on the first exam.

Carla scored 95 on the first test. What is the predicted value of the Carla's score on the final exam?

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Answer:

a.) 3/8n

b.) 3n+25

c.)4n-9

d.)1/2n-8

e.)2n-5

f.)50-3n

g.)2n+7

h.)2/5n +9

Step-by-step explanation:

Answer:

The first question is simple. It's $3 for 1 book. The second question is 7.

Step-by-step explanation:

15/5 = 3

15/5 = 21/x

15x = 105

7

The molecules with the highest boiling point is D. Liquid 4: CH₃CH₂CH₂CH₃

Boiling point is the temperature at which a liquid turns to a gas. It is the temperature at which the vapour pressure of a liquid is equal to the atmospheric pressure.

This is because the molecule has the highest number of Carbon atoms and hydrogen atoms. The boiling point of a liquid is affected by the strength of the intermolecular forces present between the molecules.

The higher the number of atoms, the more strong the intermolecular forces would be. As a result, the boiling point of the liquid would be higher.

In CH₃CH₂CH₂CH₃, the Carbon-Carbon bond and the Carbon-Hydrogen bond yields stronger intermolecular forces when compared to the other three liquids.

Hence, the boiling point of CH₃CH₂CH₂CH₃ is the highest among the four liquids.

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Texas' location and climate led to the development of the aviation industry.

What is the significance of Texas in the development of the aviation industry?

The development of the aviation industry in Texas can be attributed to its favorable geographical location and climate. Texas is located in the southern part of the United States, making it a strategic location for air travel between the east and west coasts of the country. Additionally, its warm and dry climate provided ideal conditions for flight testing and training.

Reason what led to the development of the aviation industry :

Texas has a long history of aviation, with the Wright brothers conducting one of their earliest flight demonstrations in the state in 1910. The establishment of military bases during World War II and the subsequent development of aircraft training facilities in Texas further fueled the growth of the aviation industry in the state. Additionally, the placement of the Johnson Space Center in Houston helped to establish Texas as a hub for aerospace research and development. However, it is Texas' favorable location and climate that truly made it a prime location for the aviation industry. Its central location made it a strategic location for air travel and logistics, while its warm and dry climate provided ideal conditions for flight testing and training. Today, Texas remains one of the top states for aviation and aerospace industries, with major airports, aircraft manufacturers, and research institutions located throughout the state.

Therefore, option (d) is correct.

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The Reflexive Property is a property of equality that states that anything is equal to itself. This property is true for numbers, shapes, angles, and more.

In the context of geometry, the Reflexive Property of Congruence states that any geometric figure is congruent to itself. This includes angles, segments, triangles, and other polygons.

So, when you see "<J ≅ <J", it's saying that angle J is congruent to angle J, which is an application of the Reflexive Property. In other words, any angle is congruent (equal in measure) to itself.

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:

endpoint or straight lines

Step-by-step explanation:

same

The scientific notation is \(3.7 \times10 ^8\) in a blood volume of 60 ml. Take note that the power of 10 is evaluated using the product of power property.

The reliability of a value, which is frequently an estimation affected by the item's decimal bit count. Beginning with the first non-zero digit, count the decimal places.

Up to the quel decimal place, all zeros are allowed. For example, the number 0.0079800 has five three-digit digits. When present, any digits to the right of the measurement's final non-zero number are required. equivalently increases an integer by three significant digits and three places.

After three, move upward, and start measuring at the first non-zero digit. The final digit must then be removed. The last two numbers are multiplied by zeros to the right of the decimal point.

given

If there are 6,200,000 red blood cells per cubic millimeter of blood,

then there are

\(60 \times 6,200,000=60 \times 6.2 \times 10^ 6=372 \times 10^6\)

= \(3.7 \times10 ^8\)

= \(3.7 \times10 ^8\) in a blood volume of 60 ml. Take note that the power of 10 is evaluated using the product of power property.

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Answer:

Friday=$1316.00

Sunday=$2292

Step-by-step explanation:

3608/2=1801

1801-488=$1316.00=Friday's Game

3802-1316=$2292.00=Sunday's Game

Answer:

Sunday: $2,048

Friday: $1, 560

Step-by-step explanation:

first we will create an equation according to what is given

x = Sunday's earning

x - 488 = Friday's earning

x + x - 488 = 3608

2x - 488 = 3608

2x - 488 + 488 = 3608 + 488

2x = 4096

2x = 4096/ 2

x = 2048

$2,048 + ($2,048 - 488) = $3,608

$2,048 + $1,560 = $3,608

$3,608 = $3,608 ✓

The proof is completed below

Statement                                             Reason

line a || line b and line c || line d               Given

∠ 13 ≅ ∠ 12                                            Vertical angle congruence theorem

∠ 12 ≅ ∠ 7                                              Alternate interior angles theorem

∠ 13 ≅ ∠ 7                                              Transitive Property of Equality

The Vertical angle congruence theorem states that vertical angles, which are opposite each other when two lines intersect  are congruent (have equal measures).

Vertical angles are formed by two intersecting lines and share the same vertex

angle 13 and angle 10 are vertical angles (they are congruent)

angle 10 and angle 12 are corresponding angles (they are congruent)

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Answer:

a) Null hypothesis: \( \mu \geq 863\)

Alternative hypothesis: \( \mu >863\)

b) For this case using the significance level of \(\alpha=0.05\) we can use the normal standard distirbution in order to find a quantile who accumulates 0.05 of the area in the left and we got:

\( z_{\alpha}=-1.64\)

And the rejection zone would be:

\( z<-1.64\)

c) For this case since the statistic calculated is lower than the critical value we have enough evidence to reject the null hypothesis at 5% of significance

d) \( p_v = P(z<-2.17) =0.015\)

Since the p value is lower than the significance level we have enough evidence to reject the null hypothesis at the significance level provided

Step-by-step explanation:

Part a

We want to test for this case if the true mean is significantly less than 863 calories so then the system of hypothesis are:

Null hypothesis: \( \mu \geq 863\)

Alternative hypothesis: \( \mu >863\)

Part b

For this case using the significance level of \(\alpha=0.05\) we can use the normal standard distirbution in order to find a quantile who accumulates 0.05 of the area in the left and we got:

\( z_{\alpha}=-1.64\)

And the rejection zone would be:

\( z<-1.64\)

Part c

For this case since the statistic calculated is lower than the critical value we have enough evidence to reject the null hypothesis at 5% of significance

Part d

For this case the p value would be given by:

\( p_v = P(z<-2.17) =0.015\)

Since the p value is lower than the significance level we have enough evidence to reject the null hypothesis at the significance level provided

Answer will be 27.

Given,

3√81

Now, to solve the expression the squares of whole numbers and square roots for some numbers must be known.

For example, squares of

1² = 1

2² = 4

3² = 9

4² = 16

5² = 25

6² = 36

7² = 49

8² = 64

9² = 81
10² = 100

Square roots,

√100 = 10

√81 = 9

√64 = 8

√49 = 7

√36 = 6

√25 = 5

√16 = 4

√9 = 3

√4 = 2

√1 = 1

Now ,

3√81 = 3× 9

= 27.

Thus the value is 27.

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On the coordinate plane, plot the point (0, -2).

Through that point, draw a horizontal line. This is all that's needed.

Answer:

The top box is 11

Step-by-step explanation:

If there is a bottom box then I am not sure what it is. If anyone knows just write a comment and ill change it.

Answer:

-1.8, multiply them, then add the negative sign

Step-by-step explanation:

Answer:

its -1.8

Step-by-step explanation:

i got it right on my exam :)

-Hope this helps!

Solution

For this case we have the following number given:

And we also know that the new room is twice the first one so we have this:

Answer:

the answer is D, im doiing the flocab rn

Step-by-step explanation:

Answer:

(x+6)^2+(y-7)^2= 29

Step-by-step explanation:

general exqn-> (x-h)^2+(y-k)^2=(r)^2

here, h= -6 and k=7

r= √ 29

Therefore, exqn of circle=

(x+6)^2+(y-7)^2= 29

Answer:

(x + 6)² + (y - 7)² = 29

Step-by-step explanation:

the equation of a circle in standard form is

(x - h )² + (y - k )² = r²

where (h, k ) are the coordinates of the centre and r is the radius

here (h, k ) = (- 6, 7 ) and r = \(\sqrt{29}\) , then

(x - (- 6) )² + (y - 7)² = (\(\sqrt{29}\) )² , that is

(x + 6 )² + (y - 7 )² = 29

The equation is  x + y=z. X represents the number of hours for tutoring, and Y represents the total cost for the tutoring session. The equation does not represent direct variation, as the hourly rate is a fixed rate, not a variable rate.

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−5x+4

sincerely, answered by luhvlii ♡ :: as an A+ student, I want to make sure other students can succeed as well, so in my free time: i answer questions like yours on Brainly! if you could click the thanks heart, give me brainliest by clicking the crown, and rate my answer 5 stars, it would be appreciated! have a luhvlii day (ᵔᴥᵔ)

Answer:

y = ⅓(x - 1425)

Step-by-step explanation:

Given

Budget = x

Mortgage = 1425

Required

Determine the amount spent on recreational activities.

First, we need to get the balance after she pays her mortgage.

Balance = Budget - Mortgage

Balance = x - 1425

From the question, we understand that she spends ⅓ of the balance on recreational activities.

Represent this with y.

y is calculated as thus:

y = ⅓ of Balance

y = ⅓ * (x - 1425)

y = ⅓(x - 1425)

Hence, the above equation y = ⅓(x - 1425) can be used to calculate the amount spent on recreational activities

The range of a function is the set of all the values ​​that the dependent variable takes, y, usually. In this case, you can see that the function takes values in y from -3 to 3. However, the function is not defined at y = -3 but is at y = 3.

Therefore, the range of the graph will be

Answer:

-3/4

Step-by-step explanation:

y2-y1/x2-x1

-17+2 divided by 24-4

-15/20

-3/4

Answer:

-3/4

Step-by-step explanation:

The slope of a line is given by

m = (y2-y1)/(x2-x1)

   = (-17- -2)/(24-4)

   = (-17+2)/(20)

    = -15/20

   =-3/4

By definition, in a Geometric sequence the terms are found by multiplying the previous one by a constant. This constant is called "Common ratio".

In this case, you know these values of the set:

Notice that you can set up this set with the value given in the first option:

Now you can check it there is a Common ratio:

The Common ratio is:

Therefore, it is a Geometric sequence.

Apply the same procedure with each option given in the exercise:

- Using

You can notice that it is not a Geometric sequence, because:

- Using

Since there is no Common ratio, if you use the value given in the third option, you don't get a Geometric sequence.

- Using this set with the values given in the last option:

You get:

It is not a Geometric sequence.

The answer is: First option.

Answer:

A)  The number line goes from negative 8 to positive 8. At 0, there is an open circle. The number line is shaded to the left of 0 and on the left end of the shaded line there is a left-facing arrow.

Step-by-step explanation:

Given inequality:  x < 0

open circle:  < or >

filled circle: ≤ or ≥

Therefore, for x < 0 there will be an open circle at 0.

< means less than, so the number line will be shaded to the left of 0 and there will be a left-facing arrow on the end of the shaded line.

Answer:

exact form:

x=48/8

decimal form:

x=5.375

mixed number form:

x=5 3/8