In 2002, the membership of a club totaled 5 thousand. By 2005, there were 29 thousand members of this club.
a. Write two ordered pairs of the form (x,y), where x is years after 2002 and y is membership in thousands.
b. Assume that the membership is linear between the years 2002 and 2005. Use the ordered pairs from part (a) to write an equation in slope-intercept form of the line
relating year and membership.
c. Use the linear equation from part (b) to predict membership in 2014.

The simplified expression using rational numbers is 82.25.

First, let's start by defining what a rational number is. A rational number is any number that can be expressed as a ratio of two integers, where the denominator is not zero. For example, 2/3, 5, and -7/2 are all rational numbers.

Now, let's simplify the expression using rational numbers. We can start by simplifying (5.5)² and 9(5.5)².

(5.5)² is equal to 30.25, which is a rational number because it can be expressed as 121/4.

9(5.5)² is equal to 9 times 30.25, which is equal to 272.25. This is also a rational number because it can be expressed as 109/4.

Next, let's simplify √5.75. To do this, we need to express the square root as a rational number. We can do this by rationalizing the denominator.

To rationalize the denominator, we multiply both the numerator and denominator of the expression by the conjugate of the denominator. In this case, the conjugate of √5.75 is √5.75.

So, 5.75√ can be simplified as follows:

5.75√ = 5.75√5.75/√5.75

= 5.75√5.75/5.75

= √5.75

Now, we can rewrite the expression as:

(121/4) + √5.75 + (109/4) + 5.75 + 9

Combining like terms, we get:

(121/4) + (109/4) + 15.75 + 9

Simplifying further, we get:

(230/4) + 15.75 + 9

= 57.5 + 15.75 + 9

= 82.25

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Answer: solve for x

x ∈ R, h = 0 and g = 0

Step-by-step explanation:

The difference quotient for the function is 8.

The function is given by:

f ( x ) = 8 x − 9, where h ≠ 0

To find f(a), substitute a for x in the function. So we have:

f ( a ) = 8 a − 9

To find f(a + h), substitute a + h for x in the function. So we have:

f ( a + h ) = 8 ( a + h ) − 9

The difference quotient can be found using the formula:

(f(a + h) - f(a))/h

Substituting the values found above, we have:

(8 ( a + h ) − 9 - (8 a − 9))/h

Expanding the brackets and simplifying, we have:

((8a + 8h) - 9 - 8a + 9)/h

= 8h/h

= 8

Therefore, the difference quotient for the function is 8.

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Answer:

the second one

Step-by-step explanation:

Answer:

first one : example: 5•5=25•(-1)=-25

Answer:

A.

Step-by-step explanation:

+ * + = +

- * - = +

+ * - = -

- * + = -

A. + * + * - = + * - = -

B. - * + * - = - * - = +

C. + * - * - * + * + = - * - * + = + * + = +

D. - * - = -

Therefore, it's A.

Hope this helped! <3

Answer:

43

Step-by-step explanation

-6 x -4 - -10 - -9

First - simplify the expression

-6 x -4 + 10 + 9

remember that 2 negatives is equal to a positive

second - multiply -6 and -4

24 + 10 + 9

negative times a negative is a positive and 6 x 4 is 24

third - add

24 + 10 = 34

34 + 9 = 43

If you don't understand anything or are still confused, lmk

Multiply and divide (left to right) -6(-4): 24

= 24 - (-10) - (-9)

Add and subtract (left to right) 24 - (-10) - (-9): 43

= 43

The answer is 43

The p-value of the test corresponding to study a was found to be 0. 40. and the p-value for study b is 0.80

The entire area under the crucial range of values on both sides of the curve in a two-tailed test represents the likelihood of occurrence (negative side and positive side)

As a result, the connection below provides the probability values for a two-tailed test when compared to a one-tailed test.

Here

By replacing the supplied value in the previous equation, we obtain -

values of the probabilities for a two-tailed test

p-value = P (alpha/2) +  P (alpha/2)

p-value = 0.40 + 0.40

            =0.8

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The probability of choosing a 5 and then a 6 is 1/49

From the question, we have the following parameters that can be used in our computation:

The tiles

Where we have

Total = 7

The probability of choosing a 5 and then a 6 is

P = P(5) * P(6)

So, we have

P = 1/7 * 1/7

Evaluate

P = 1/49

Hence, the probability of choosing a 5 and then a 6 is 1/49

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Question

You randomly choose one of the tiles. Without replacing the first tile, you choose a second tile. Find the probability of the compound event. Write your answer as a fraction or percent rounded to the nearest tenth. The probability of choosing a 5 and then a 6

Answer:

8

Step-by-step explanation:

x + 26 = 18

x = 18 - 26

x = 8

Answer:

y=0

Step-by-step explanation:

branliest

Answer:

2. Y=O

Step-by-step explanation:

I really don't have a good explanation but that's it

The measures of the x is 6.

Angle sum property of triangle states that the sum of interior angles of a triangle is 180°.

Given : one angle= 6x-6 and another angle = 54

Using angle sum property, we have

6x-6 + 54 + 90 = 180

6x=180-144

6c= 36

x=36/6

x=6

Thus, value of x is 6.

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Answer:

6 hours

Step-by-step explanation:

lmk if you want an explanation

It must change systematically when the independent variable is changed for an extraneous variable to become a confounding variable that is option D.

This is because a confounding variable is a variable that is related to both the independent and dependent variables and affects the outcome of the study, making it difficult to determine the true effect of the independent variable. In order for a variable to be considered a confounding variable, it must change systematically with changes in the independent variable.

A confounding variable is a variable that affects the outcome of a study but is not the variable of interest. This can create ambiguity in the results and make it difficult to determine if the observed effect is due to the independent variable or the confounding variable. In order for a variable to be considered a confounding variable, it must change systematically with changes in the independent variable.

This means that as the independent variable changes, the confounding variable also changes in a predictable way. Without controlling for this variable, the study may not accurately reflect the true effect of the independent variable. Therefore, it is important to identify and control for confounding variables in a study to ensure that the results are valid and reliable.

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A and B have the same elements, the measure of AUB will be equal to the measure of B.

To show that if m*(A) = 0, then m*(AUB) = m*(B), we need to prove the following:
1. If m*(A) = 0, then A is a null set.
2. If A is a null set, then AUB = B.
3. If AUB = B, then m*(AUB) = m*(B).
Let's break down each step:
1. If m*(A) = 0, then A is a null set:
  - By definition, a null set has a measure of 0.
  - Since m*(A) = 0, it implies that A has no elements or its measure is 0.
  - Therefore, A is a null set.
2. If A is a null set, then AUB = B:
  - Since A is a null set, it means that it has no elements or its measure is 0.
  - In set theory, the union of a null set (A) with any set (B) results in B.
  - Therefore, AUB = B.
3. If AUB = B, then m*(AUB) = m*(B):
  - Since AUB = B, it implies that both sets have the same elements.
  - The measure of a set is defined as the sum of the measures of its individual elements.
  - Since A and B have the same elements, the measure of AUB will be equal to the measure of B.
  - Therefore, m*(AUB) = m*(B).
By proving these three steps, we have shown that if m*(A) = 0, then m*(AUB) = m*(B).

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Answer:

x=−3

Step-by-step explanation:

Answer:

\(x = 3\)

Step-by-step explanation:

\(4x + 9 = - 3\)

\(4x = 9 +( - 3)\)

\(4x = 12\)

\(x = 3\)

Answer:11/6

Step-by-step explanation: hope it helped if it dint tell me what exactly what i need to do and ill do it :)

Answer:

I am not sure what you are asking for

Step-by-step explanation:

1 5/6 already is the mixed fraction, if you meant to put 1 5/6 as an improper fraction your answer would be 11/6.

Or if you possibly meant 15/6 as a mixed fraction your answer would be 2 3/6

If this is not the answer you were looking for, please correct me so I can help you out.

Answer:

x = 11

z = 99

Step-by-step explanation:

        Vertically opposite angles are congruent.

      \(\boxed{\bf z = 99^\circ}\)

   99 + (10x - 29) = 180  {Linear pair}

    99 + 10x - 29 = 180

             10x + 70 = 180

Subtract 70 from both sides,

                      10x = 180 - 70

                     10x = 110

Divide both sides by 10

                          x = 110 ÷ 10

                          \(\sf \boxed{\bf x = 11^\circ}\)

50^99 is greater than 99!

The numbers are given as:

99! and 50^99

When the above numbers are estimated using a calculator, we have:

99! = 9.332622e+155

50^99 = 1.577722e+168

Next, we compare the exponents

168 and 155

168 is greater than 155

Hence, 50^99 is greater than 99!

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Answer:

11

Step-by-step explanation:

Answer:

Equation A has the larger y intercept.

Equation A has a y-intercept of 2

Equation B has a y intercept of -5

Step-by-step explanation:

Equation A is in the slope intercept form of a line.

y = mx + b.  The number in the b place is the y-intercept.

y = 5x + 2.  The 2 is in the intercept place so the y-intercept is 2.

Equation B is written in the standard form of a line.

5x + 4y  = -20

If I let x = 0, I can solve for the y intercept.

5(0) + 4y = -20

4y = -20  Divide both sides by 4

y = -5

This would be point (0,-5).  The y-intercept is always boing to be when x = 0.

Answer:

Candidate A has a 49% chance of being picked out of the box

Step-by-step explanation:

245/500= 0.49

0.49 x 100 = 49

49%

===============================================

Explanation:

In general if we have these two vectors

u = (a,b)

v = (c,d)

Then the dot product of them is

u dot v = a*c + b*d

We multiply the corresponding coordinates, then add up the products.

-----------------------

In this case,

u = (3,2)

v = (1,5)

u dot v = 3*1+2*5

u dot v = 3 + 10

u dot v = 13

Answer:

C) 13

Step-by-step explanation:

got it right on edge :)

A gap of 2.03 years has a value such that 60% of age disparities are smaller than it.

If the age is expressed as a ratio, such as p:q, then qx and px are taken into account as the age. If you assume that you are x years old now, then n times that number is (xn) years. If you're assuming that x is the current age, then 1/n of that number will equal (x/n) years.

calculation

Let's say there is an age difference of x and y,

in which case the answer to question 28 should be 2.03 years:

(x-y)*60/100.

A gap of 2.03 years has a value such that 60% of age disparities are smaller than it.

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The solutions in the interval [0, 2) are:

x = 0 and x = 2π/3.

What is the trigonometric ratio?

The trigonometric functions are real functions that relate an angle of a right-angled triangle to ratios of two side lengths. They are widely used in all sciences that are related to geometry, such as navigation, solid mechanics, celestial mechanics, geodesy, and many others.

Using the identity cos2θ = cos²θ - sin²θ, we can rewrite the equation as:

cos²x - sin²x = cos x

We can then use the Pythagorean identity sin² x + cos² x = 1 to substitute for sin² x:

cos²x - (1 - cos²x) = cos x

Simplifying this equation gives:

2cos² x - cos x - 1 = 0

We can solve for cos x using the quadratic formula:

cos x = [1 ± √(1 + 8)] / 4

cos x = [1 ± √9] / 4

cos x = (1 ± 3) / 4

cos x = 1 or cos x = -1/2

If cos x = 1, then x = 0.

If cos x = -1/2, then x = 2π/3 or x = 4π/3.

However, we need to check that these solutions are in the interval [0, 2). The solution x = 4π/3 is outside this interval, so we discard it.

Therefore, the solutions in the interval [0, 2) are:

x = 0 and x = 2π/3.

In increasing order, the solutions are:

x = 0 and x = 2π/3.

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Answer:

Area=180.5 sq in

Step-by-step explanation:

(7x9.5x.5x2)+(12x9.5x.5x2)=Area

66.5+114=Area

Area=180.5 sq in

Answer:

x = 5 and -5

Step-by-step explanation:

5\(x^{2}\) = 125

5\((5^{2})\)

5(25)

125

5\((-5)^{2}\)

5(25)

125

Same answer when x = 5 an d when x = -5

Answer:

4x - 12 = 84

Step-by-step explanation:

\( \frac{4}{7} = \frac{12}{x - 3} \)

\(4(x - 3) = 12(7)\)

\(4x - 12 = 84\)

If two quantities have same units, they will be comprised of the same basic physical quantities and hence their dimensions will be same. Same dimensions do not represent the same physical quantity. For example, The kinetic energy and the potential energy are measured in the same units but they possess different physical quantities.

The minimal set of coordinates required to specify any point within a mathematical space is known as the dimension of the space in physics and mathematics. As a result, a line has a dimension of one because a point on it can be specified by a single coordinate, such as the point at 5 on a number line.

Two quantities with the same units will be made up of the same fundamental physical quantities, resulting in identical dimensions. The same physical quantity does not have the same dimensions. For instance, although having different physical properties, kinetic energy and potential energy are measured in the same units.

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\(2\cdot \cfrac{\pi }{12}\implies \cfrac{\pi }{6}\hspace{5em}therefore\hspace{5em}\cfrac{~~ \frac{ \pi }{ 6 } ~~}{2}\implies \cfrac{\pi }{12} \\\\[-0.35em] ~\dotfill\\\\ \tan\left(\cfrac{\theta}{2}\right)= \begin{cases} \pm \sqrt{\cfrac{1-\cos(\theta)}{1+\cos(\theta)}} \\\\ \cfrac{\sin(\theta)}{1+\cos(\theta)} \\\\ \cfrac{1-\cos(\theta)}{\sin(\theta)}\leftarrow \textit{we'll use this one} \end{cases} \\\\[-0.35em] ~\dotfill\)

\(\tan\left( \cfrac{\pi }{12} \right)\implies \tan\left( \cfrac{~~ \frac{ \pi }{ 6 } ~~}{2} \right)=\cfrac{1-\cos\left( \frac{\pi }{6} \right)}{\sin\left( \frac{\pi }{6} \right)}\)

\(\tan\left( \cfrac{~~ \frac{ \pi }{ 6 } ~~}{2} \right)=\cfrac{ ~~ 1-\frac{\sqrt{3}}{2} ~~ }{\frac{1}{2}}\implies \tan\left( \cfrac{~~ \frac{ \pi }{ 6 } ~~}{2} \right)=\cfrac{~~ \frac{ 2-\sqrt{3} }{ 2 } ~~}{\frac{1}{2}} \\\\\\ \stackrel{ \textit{this is for the 1st Quadrant} }{\tan\left( \cfrac{\pi }{12} \right)=2-\sqrt{3}}\hspace{5em} \stackrel{ \textit{on the IV Quadrant, tangent is negative} }{\tan\left( -\cfrac{\pi }{12} \right)=\sqrt{3}-2}\)