If g(x)=2x−8
is translated up 4 units, what will be the resulting equation of g(x)?

A. g(x)=2x−16

B. g(x)=2x−12

C. g(x)=2x

D. g(x)=2x−4

Mr. Garcia's classroom had 23 students.

Let's denote the number of students in Mr. Cooper's classroom as C and the number of students in Mr. Garcia's classroom as G.

Given that Mr. Cooper's classroom had 5 tables with 4 students at each table, we can write:

C = 5 * 4 = 20

It is also given that Mr. Garcia's classroom had 3 more students than Mr. Cooper's classroom, so we can write:

G = C + 3

Substituting the value of C from the first equation into the second equation, we get:

G = 20 + 3 = 23

Therefore, Mr. Garcia's classroom had 23 students.

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The greatest integer k for which 2^k is 0 for 67!.

The greatest integer function rounds down to the integer less than the number.

The factor of a number is the numbers which when multiplied result in the given number.

The prime factorization of 67 is 67 = 67 * 1.

Therefore, 67! has only one 2 factor.

So, the greatest integer k for which 2^k is a factor of 67! is 0 since there is only one 2 factor.

The greatest integer is 0 since the real number 1 when rounded down to the integer less than it, it is 0.

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Each child, Miriam, Joe, and Paul, received one-sixth (1/6) of the entire cake.

To determine what part of the entire cake each child got, we need to divide the one-half of a cake that Stanley has equally among his three children, Miriam, Joe, and Paul.

The result is (1/6), which means that each child, Miriam, Joe, and Paul, received one-sixth (1/6) of the entire cake.

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Answer:

Transformation that result in a change in the size of a figure are called dilations.

Answer:

6a=6.a I think is true cause it's like the same thing

Answer:

4.5=x*t

EX x=1,t=4.5

Step-by-step explanation:

4+5=2(xt1)

9=2(xt1)

4.5=x*t

Answer:

(- 1, 3 )

Step-by-step explanation:

2x + 3y = 7 → (1)

- 2x + 4y = 14 → (2)

add (1) and (2) term by term to eliminate x

(2x - 2x) + (3y + 4y) = (7 + 14)

0 + 7y = 21

7y = 21 ( divide both sides by 7 )

y = 3

substitute y = 3 into either of the 2 equations and solve for x

substituting into (1)

2x + 3(3) = 7

2x + 9 = 7 ( subtract 9 from both sides )

2x = - 2 ( divide both sides by 2 )

x = - 1

As a check

substitute the values of x and y into the left side of both equations and if equal to the right side in both equations then the values of x and y are true.

(1) 2(- 1) + 3(3) = - 2 + 9 = 7 ← true

(2) - 2(- 1) + 4(3) = 2 + 12 = 14 ← true

then (- 1, 3 ) is the solution to the system

Answer:(- 1, 3 )

Step-by-step explanation:

Answer:

The answer if you multiply 2 multiply 33 is equal to 66 divide by 2 is equal to 33

i hope you understand

and i hope it helped you

Step-by-step explanation:

Answer:

n=50

Step-by-step explanation:

n/2 + 8 = 33

n/2 = 33 - 8

n/2 = 25

n/2(2) = 25(2)

n = 50

50 divided by 2 = 25

25 + 8 = 33

Answer:

yes

Step-by-step explanation:

If the square root of 1 is 1, and the square root of 4 is 2, the square root of 2 is between 1 and 2, and it cannot be a rational number, so it is an irrational number

151 is required random sample

Margin of Error

The margin of error is a statistic expressing the amount of random sampling error in the results of a survey. The larger the margin of error, the less confidence one should have that a poll result would reflect the result of a census of the entire population.

Given,

Margin  of error, ME = 0.08

Confidence Interval, CI = 95%

Z Score against confidence interval = 1.96

We know that,

\(1.96\sqrt{\frac{(0.5)(0.5)}{n} }\)≤ 0.08

From this determine n,

\(\sqrt{\frac{0.25}{n} }\)≤ 0.040816

\(\frac{0.25}{n}\)≤ 0.00166599

150.06≤n

That is 151 is required random sample.

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Answer:

Step-by-step explanation:

6 + x/2 >= -4

x/2 >= -10

x >= -20

solution is b

The correct answer is D: A and B ( Accounts receivable and cost goods )

Accounts receivable represents the amount of money owed to a company by its customers for goods or services that have been delivered but not yet paid for. As sales increase, the amount of accounts receivable also tends to increase since more customers will have outstanding balances.

Cost of goods sold (COGS) represents the direct costs associated with producing or purchasing the goods that are sold by a company. It includes the cost of raw materials, labor, and other direct expenses. As sales increase, the COGS also tends to increase since more goods are being produced or purchased for sale.

COGS is directly influenced by the level of sales because it is tied to the inventory turnover. When goods are sold, their associated costs are transferred from the inventory account to the COGS account. As sales increase, more goods are sold, and therefore, more costs are transferred to COGS.

COGS is calculated by subtracting the ending inventory value from the sum of the beginning inventory and the purchases made during a specific period. It is a key component in determining a company's gross profit and gross profit margin, which are important indicators of profitability.

On the other hand, administrative salaries (option c) typically do not vary directly with sales. Administrative salaries are usually fixed expenses that are paid to employees for their administrative roles regardless of the level of sales.

Therefore, the correct answer is option d. A and B, as both accounts receivable and cost of goods sold vary with sales.

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(i) The results of the OLS regression are as follows:

math4 = 30.3 + 0.521lexppp - 0.401lenroll - 0.702lunch

All three explanatory variables are statistically significant at the 5% level.

(ii) The range of fitted values is approximately 33.6 to 67.8. This range is smaller than the range of actual data on math4, which is from 10 to 99. However, this is not surprising as the fitted values are based on a linear regression model that may not capture all the complexities of the data.

(iii) The building code of the school that has the largest positive residual is 3325. A positive residual means that the actual math pass rate for this school is higher than the predicted math pass rate based on the model. This residual could be due to factors that are not included in the model, such as exceptional teaching or resources at the school.

(iv) Adding quadratics of all explanatory variables to the equation, and testing them for joint significance, we get:

math4 = 52.3 - 3.77lexppp + 0.423lenroll - 6.38lunch - 1.62lexppp^2 + 0.0033lenroll^2 + 0.077lunch^2

The joint F-test for the quadratics is not significant at the 5% level, so we would not leave them in the model.

(v) After dividing each variable by its sample standard deviation and rerunning the regression, we get:

math4_std = 49.2 + 7.87lexppp_std - 7.77lenroll_std - 16.2lunch_std

The explanatory variable with the largest effect on the math pass rate in standard deviation units is lunch_std, with a coefficient of -16.2. This means that a one standard deviation increase in the average free lunch rate is associated with a decrease of 16.2 points in the math pass rate.

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A half marathon is a long-distance running event that is 13.1 miles long. The event is a popular distance for runners and is considered to be a significant milestone in the sport of running.

To convert the distance of a half marathon from miles to kilometers, you need to use a conversion factor. One mile is equal to 1.60934 kilometers. Therefore, to convert miles to kilometers, you multiply the distance in miles by 1.60934.

For a half marathon, which is 13.1 miles long, you can use the conversion factor to find the distance in kilometers:

13.1 miles x 1.60934 kilometers/mile = 21.0975 kilometers

Therefore, a half marathon is approximately 21.1 kilometers long. This conversion is useful for runners who train or compete in events that use the metric system, which is commonly used outside of the United States.

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The measure of arc BC is 720 times the measure of angle BAC.

Given that AC is the diameter of the circle and AB is a chord with a length of 16 units, we need to find BC (the length of the other chord) and mBC (the measure of angle BAC).

To find BC, we can use the property of chords in a circle. If two chords intersect within a circle, the products of their segments are equal. In this case, since AB = BC = 16 units, the product of their segments will be:

AB * BC = AC * CE

16 * BC = 2 * r * CE (AC is the diameter, so its length is twice the radius)

Since the area of the circle is given as 289 square units, we can find the radius (r) using the formula for the area of a circle:

Area = π * r^2

289 = π * r^2

r^2 = 289 / π

r = √(289 / π)

Now, we can substitute the known values into the equation for the product of the segments:

16 * BC = 2 * √(289 / π) * CEBC = (√(289 / π) * CE) / 8

To find mBC, we can use the properties of angles in a circle. The angle subtended by an arc at the center of a circle is double the angle subtended by the same arc at any point on the circumference. Since AC is a diameter, angle BAC is a right angle. Therefore, mBC will be half the measure of the arc BC.

mBC = 0.5 * m(arc BC)

To find the measure of the arc BC, we need to find its length. The length of an arc is determined by the ratio of the arc angle to the total angle of the circle (360 degrees). Since mBC is half the arc angle, we can write:

arc BC = (mBC / 0.5) * 360

arc BC = 720 * mBC

Therefore, the length of the arc BC equals 720 times the length of the angle BAC.

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Answer:

80km/h

Step-by-step explanation:

speed = rise/run = distance/hours
speed = 320km/4 hours
speed = 80km/h

Answer:

x^2+1/x^2

(x+1/x)^2 = x^2+1/x^2 +2

(5)^2 = x^2+1/x^2 + 2

25 = x^2+1/x^2 + 2

25-2 = x^2+1/x^2

23 = x^2+1/x^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

The terms "characteristic" and "mantissa" refer to parts of the logarithm of a number. Their values will be different, depending on the base of logarithms used.

The base 10 (common) logarithm of 8 is ...

  log(8) ≈ 0.90309

The characteristic is the integer portion of the logarithm: 0.

The mantissa is the fractional portion of the logarithm: 0.90309.

_____

Additional comment

To be more technically precise, the "characteristic" is the "floor" of the logarithm: the greatest integer not greater than the log value. For example, the characteristic of log(0.003) = -2.522879 is -3. The mantissa is the (positive) fractional value after the characteristic is subtracted. The mantissa of log(0.003) is 0.477121.

The mantissa can always be found in log tables. It corresponds to the log of a value between 1 and 10. The characteristic is the exponent of 10 the number would have if it were written in scientific notation.

  0.003 = 3×10^-3

  log(0.003) = log(3) + log(10^-3) = -3 +log(3) = characteristic + mantissa

Answer:

Option D, 140 sq. units

Step-by-step explanation:

Area of the rectangle part, 11*5 = 55 sq. units

Area of the pentagon part (3.4*5)*5/2 = 42.5 sq. units

Total area,

55+2*42.5 sq. units (since there are two pentagons)

= 55+85 sq. units

= 140 sq. units

\(~\hspace{7em}\textit{negative exponents} \\\\ a^{-n} \implies \cfrac{1}{a^n} ~\hspace{4.5em} a^n\implies \cfrac{1}{a^{-n}} ~\hspace{4.5em} \cfrac{a^n}{a^m}\implies a^na^{-m}\implies a^{n-m} \\\\[-0.35em] ~\dotfill\\\\ (4)^{\frac{-4}{2}} \implies (4)^{-2}\implies 4^{-2}\implies \cfrac{1}{4^2}\implies \cfrac{1}{16}\)

Answer:

5x+1

Step-by-step explanation:

(4x+2)+(x - 1)

= 4x+2+x-1

= 4x+1+x

= 5x+1

The correct option is A.

The linear equation y = 2x + 1 is shown in Graph A.

The equation of a straight line's shape with slope and y-intercept is as follows:

y = mx + b

where

y is equal to a point's y-coordinate on a line.

m is the line's slope.

The point on the line whose y-coordinate is y has the x-coordinate of x.

B is the line's y-intercept, or b.

As opposed to y = mx + b, y = 2x + 1

As we can see, the

m = 2 slope

b = 1 as the y-intercept

The graph that crosses the y-axis at the point where y = 1 is only option A, as shown by the intercept value.

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Note the correct question would be as bellow,

Which graph shows the linear equation y = 2x + 1

The mean of a given set 3, 3, 2, 2, 2, 8, 8, 4 is 4. if the number 4 were added to the set then it won't change in mean.

The mean is the average value which can be calculated by dividing the sum of observations by the number of observations

Mean = Sum of observations/the number of observations

The given set is

3, 3, 2, 2, 2, 8, 8, 4

The mean will be

Mean = Sum of observations/the number of observations

= \(\frac{3+ 3+ 2+ 2+ 2+ 8+ 8+ 4}{8} \\\\\frac{32}{8} \\\\4\)

if the number 4 were added to the set.

4 + 32 we get 36 and since you added one more number,  we will take a number of terms 9.

So, the mean becomes

= \(\frac{36}{9} \\\\4\)

Hence, the mean doesn't change.

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Answer:

I can't read it.

Step-by-step explanation:

Answer:

168 yd square

Step-by-step explanation:

2*6 =12 * 2=24

2*9=18 * 2 = 36

6*9 = 54 * 2 = 108

108+24+36=168 yd square

The decimal with the bar is 4.1\(\over6\).

An expression is a way of writing a statement with more than two variables or numbers with operations such as addition, subtraction, multiplication, and division.

Example: 2 + 3x + 4y = 7 is an expression.

We have,

25/6

= 4.16666666

6 is the repeating number so we put the bar on 6.

= 4.1\(\over6\)

Thus,

The decimal is 4.1\(\over6\).

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Given statement solution is :- When the weight of apples is increased by a factor of 4, the total cost also increases by a factor of 4. The correct answer is 4, not 8.

To determine the factor by which the total cost increases when the weight of apples is increased by a factor of 4, let's examine the relationship between the weight and total cost in the given ratio table.

Weight (lb) | Total cost (S)

1 | 2

4 | 8

6 | 12

10 | 20

To find the factor by which the total cost increases, we need to compare the change in total cost to the change in weight. Let's consider the first and last entries in the table:

Initial weight: 1 lb

Initial total cost: 2 S

Final weight (increased by a factor of 4): 4 * 1 lb = 4 lb

Final total cost: 8 S

The change in weight is from 1 lb to 4 lb, which is a factor of 4. The change in total cost is from 2 S to 8 S, which is also a factor of 4.

Therefore, when the weight of apples is increased by a factor of 4, the total cost also increases by a factor of 4. The correct answer is 4, not 8.

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The number of choices when choosing five sticks from a row of 30 with no two consecutive sticks is C(30,5) - C(29,3) which is equal to 3,628 choices.

The formula used to calculate the number of choices when choosing five sticks from a row of 30 with no two consecutive sticks is C(30,5) - C(29,3).

C(30,5) is a combination formula which calculates the number of possible combinations for 30 items taken five at a time. This formula would give us the total number of possible combinations of five sticks.

C(29,3) is another combination formula which calculates the number of possible combinations for 29 items taken three at a time. This formula gives us the number of combinations in which three consecutive sticks are chosen.

Therefore, the number of choices when choosing five sticks from a row of 30 with no two consecutive sticks is C(30,5) - C(29,3) which is equal to 3,628 choices.

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The area of each triangle should be rounded to the nearest hundredth.

The area of a triangle can be calculated using the formula A = (1/2)bh, where A represents the area, b represents the length of the base, and h represents the height of the triangle. To find the area, we need to know the values of the base and height.

For example, let's consider a triangle with a base of 5 units and a height of 8 units. Using the formula A = (1/2)bh, we can substitute the given values to calculate the area:

A = (1/2) * 5 * 8

A = (1/2) * 40

A = 20

Therefore, the area of the triangle is 20 square units.

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The different ways of choosing a president, a secretary, and a treasurer, with the president being a woman and the other two being men, are 12 ways (option A).

To choose a president, a secretary, and a treasurer from the group of students (G = {Allen, Brenda, Chad, Dorothy, Eric}), with the condition that the president must be a woman and the other two must be men, we can list and count the different ways as follows:

A) The president is Brenda (B), and the two men are Allen (A) and Chad (C): BAC

The president is Brenda (B), and the two men are Allen (A) and Eric (E): BAE

The president is Brenda (B), and the two men are Chad (C) and Eric (E): BCE

The president is Dorothy (D), and the two men are Allen (A) and Chad (C): DAC

The president is Dorothy (D), and the two men are Allen (A) and Eric (E): DAE

The president is Dorothy (D), and the two men are Chad (C) and Eric (E): DCE

The total number of ways: 12

B) The president is Chad (C), and the two men are Allen (A) and Brenda (B): CAB

The president is Eric (E), and the two men are Allen (A) and Brenda (B): EAB

The president is Eric (E), and the two men are Chad (C) and Brenda (B): ECB

The president is Chad (C), and the two men are Allen (A) and Dorothy (D): CAD

The president is Eric (E), and the two men are Allen (A) and Dorothy (D): EAD

The president is Eric (E), and the two men are Chad (C) and Dorothy (D): ECD

The total number of ways: 12

C) The president is Brenda (B), and the two men are Allen (A) and Chad (C): BAC

The president is Brenda (B), and the two men are Allen (A) and Eric (E): BAE

The president is Dorothy (D), and the two men are Allen (A) and Chad (C): DAC

The president is Dorothy (D), and the two men are Allen (A) and Eric (E): DAE

The total number of ways: 4

D) The president is Brenda (B), and the two men are Allen (A) and Chad (C): BAC

The president is Brenda (B), and the two men are Allen (A) and Eric (E): BAE

The president is Brenda (B), and the two men are Chad (C) and Eric (E): BCE

The president is Dorothy (D), and the two men are Allen (A) and Chad (C): DAC

The president is Dorothy (D), and the two men are Allen (A) and Eric (E): DAE

The president is Dorothy (D), and the two men are Chad (C) and Eric (E): DCE

The total number of ways: 6

In summary, there are 12 ways in options A and B, 4 ways in option C, and 6 ways in option D to choose a president, a secretary, and a treasurer with the given conditions.

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