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Leroy wants to buy a toy boat. The original price is $6. What is the sale price?
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Answer:

1. H

2.C

3.G

Step-by-step explanation:

Answer:

H, B, and J

Step-by-step explanation:

range is the y-axis, and domain is the x-axis.

The correct answer is A) The interval over which the function is concave up is `(1/2, ∞)` and the interval over which the function is concave down is `(-∞, 1/2)`.B) There is no inflection point.

Given function is `f(x)= x - 4x`.

To determine the intervals over which the function is concave up and concave down, we need to find the second derivative of the function and solve it for 0, then we can find the values of x at which the function is concave up or down.f(x) = x - 4x  =  -3x

First derivative, f'(x) = -3Second derivative,

f''(x) = 0 (constant)The second derivative is a constant, which means the function is either concave up or concave down at every point. To determine whether the function is concave up or down, we take the second derivative of a point in each interval, such as the midpoint.

Midpoint of the function is `(0 + 1) / 2 = 1/2` When x < 1/2, f''(x) < 0, which means the function is concave down.

When x > 1/2, f''(x) > 0, which means the function is concave up.

Therefore, the interval over which the function is concave up is `(1/2, ∞)` and the interval over which the function is concave down is `(-∞, 1/2)`.

We can find inflection points by equating the second derivative to 0: f''(x) = 0 -3 = 0  x = 0

There is no inflection point because the second derivative is constant and is never 0.

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Answer:

a=4

Step-by-step explanation:

C. 6

\(6 {n}^{2} + 15\)

the coefficient is the number in front of the variable (letter)

Answer:

\(f(x) = (x+1)(x-2)(x+4)\)

        \(= (x^{2} +x-2x-2)(x+4)\\\\= (x^{2} -x-2)(x+4)\\\\= x^{3}-x^{2}-2x+4x^{2} -4x-8\\\\= x^{3} +3x^{2} -6x-8\)

Answer:

x = 3.6

Step-by-step explanation:

-3 (5 - 2x) = 3

use the distributive property

-15 + 5x = 3

+15          +15

5x = 18

divide by 5

x = 3.6

Hope this helped! Have a nice day! Plz mark as brainliest!!!

-Lil G

answer is option D

\( \frac{2}{10} = \frac{1}{5} \\ \frac{4}{20} = \frac{1}{5} \\ \frac{6}{30} = \frac{1}{5} \\ \frac{8}{40} = \frac{1}{5} \)

so the answer is option D

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Integers g(x) = \((x - 0)^2\) + 5 the desired form with a = 1, h = 0, and k = 5.

The function f(x) = \(x^2\), a translation 5 units up gives us the function:

g(x) = f(x) + 5

g(x) = \(x^2 + 5\)

The form \(a(x - h)^2\) + k, we need to complete the square.

We can do this by adding and subtracting \((h^2)\) inside the parentheses:

g(x) = \(x^2 + 5 + h^2 - h^2\)

The terms that involve x and those that do not:

g(x) = \((x^2 - h^2) + 5 - h^2\)

The expression \((x^2 - h^2)\) using the difference of squares formula:

g(x) = \((x - h)(x + h) + 5 - h^2\)

The coefficient of \((x - h)^2\) to be 1, so we can divide both sides by (x + h) and then multiply by a constant factor a:

g(x) = \(a(x - h)^2 + 5 - h^2\)

g(x) = \(a(x^2 - 2hx + h^2) + 5 - h^2\)

g(x) = \(ax^2 - 2ahx + ah^2 + 5 - h^2\)

To get the correct coefficients, we need to choose a and h such that:

2ah = 0 (so that the x term disappears)

\(ah^2 + 5 - h^2\) = 5 (so that the constant term is 5)

The first condition is satisfied if we choose h = 0.

The second condition is satisfied if we choose a = 1.

Then we have:

g(x) = \(1(x - 0)^2 + 5 - 0^2\)

g(x) = \((x - 0)^2\) + 5

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Answer:

numbers that describe diversity in a distribution are referred to as measures of Numbers that describe diversity in a distribution are referred to as measures of    Variability

Step-by-step explanation:

The value of the expression (8 1/5 + 4 1/5) - (6 6/8 - 6 2/4) is 243/20.

Let's simplify the addition within the parentheses:

8 1/5 + 4 1/5 = (8 + 4) + (1/5 + 1/5) = 12 + 2/5 = 12 2/5

Next, let's simplify the subtraction within the parentheses:

6 6/8 - 6 2/4 = (6 - 6) + (6/8 - 2/4) = 0 + (3/4 - 1/2) = 0 + 1/4 = 1/4

Now, we can substitute the simplified terms back into the original expression:

(8 1/5 + 4 1/5) - (6 6/8 - 6 2/4) = 12 2/5 - 1/4

To subtract mixed numbers, we need to find a common denominator. The common denominator for 5 and 4 is 20. Converting both terms:

12 2/5 = 12 * 5/5 + 2/5 = 60/5 + 2/5 = 62/5

1/4 = 1 * 5/5 * 5/20 = 5/20

Now we can subtract:

62/5 - 5/20 = (62 * 4)/(5 * 4) - 5/20 = 248/20 - 5/20 = (248 - 5)/20 = 243/20

Therefore, the value of the expression (8 1/5 + 4 1/5) - (6 6/8 - 6 2/4) is 243/20.

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Answer:

y=-2x+5

Step-by-step explanation:

Answer:

y=-2x+5

Step-by-step explanation:

First, subtract 4x from both sides. You will get 2y=-4x+10. Then divide both sides by 2 to isolate the y. You will get y=-2x+5.

Answer:

The correct answer is c.) 3/36.There are three favorable outcomes (2, 11, and 12) out of a total of 36 possible outcomes (assuming a fair six-sided number cube). Therefore, the probability of X being a 2, 11, or 12 is 3/36, which can be simplified to 1/12.

Step-by-step explanation:

Ms. Huffaker's skillful transition from the warm-up to new instruction through drawing on prior learning enhances the coherence, engagement, and understanding of the lesson.

Ms. Huffaker effectively transitioned from the warm-up to new instruction by making connections between the two.

She utilized the example or concept discussed during the warm-up and incorporated it into the new material by asking questions that required students to draw on their prior learning. This allowed for a smooth and seamless transition between the two components of the lesson.

By connecting the warm-up to the new material, Ms. Huffaker helped students see the relevance and application of what they had previously learned.

This approach reinforces prior knowledge, activates schema, and helps students make connections between different concepts. It also engages students in active participation and encourages them to think critically and make connections on their own.

This type of instructional approach has several positive impacts on teaching and learning. Firstly, it promotes continuity and coherence in the lesson, making the learning experience more cohesive for students. It also helps to reinforce and consolidate learning by building on prior knowledge.

By relating new material to familiar concepts, it increases students' understanding and retention of the content.

Additionally, this approach fosters student engagement and participation by actively involving them in the learning process. It encourages critical thinking, problem-solving, and deeper understanding of the subject matter.

Students are more likely to be motivated and interested in the lesson when they can see the relevance and application of what they are learning.

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$68.15

P=Original price=145

D=Discount=53%

Sales=S

S=P-PD

S=145-(145×53%)

Answer:

Hello!!! Princess Sakura here ^^

Step-by-step explanation:

1)

\(-7x-5x+8=-16\\-12x+8=-16\\-12x=-24\\x= 2\)

2)

\(-3m-5=5m-13\\-5=8m-13\\8=8m\\m=1\)

Answer:

Step-by-step explanation:

-7x - 5x + 8 = -16

-12x + 8 = -16

-12x = -24

x = 2

-3m - 5 = 5m - 13

-3m = 5m - 8

-8m = -8

m = 1

Best of Luck!

Answer:

It is the distribution of the statistic if we were to draw all possible samples of a given size from the population and calculate the statistic for each sample.

Step-by-step explanation:

The sampling distribution of a statistic refers to the range of all possible sample values of the statistic that could be drawn from the parent population under the specified sampling plan.

In other words, it is the distribution of the statistic if we were to draw all possible samples of a given size from the population and calculate the statistic for each sample.

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The equation of a line passing through the points (2,4) and (6,16) is

2) y=3x-2.

What is equation?

When the slope of the line being studied is known, and the provided point is also the y intercept, the slope intercept formula, y = mx + b, is utilised (0, b).   It provides both a slope and an intercept, which is why the form is known as the slope-intercept form.

Here the given two points are \((x_1,y_1)=(2,4)\) and \((x_2,y_2)=(6,16)\) .

Now using slope formula then,

=> slope m= \(\frac{y_2-y_1}{x_2-x_1}\) = \(\frac{16-4}{6-2} =\frac{12}{4} = 3\)

Now using equation formula then \(y-y_1=m(x-x_1)\)

=> y-4=3(x-2)

=> y-4 = 3x-6

=> y = 3x-6+4

=> y = 3x-2

Hence the equation is 2) y = 3x-2.

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Answer:

30) x=124

31) x=72

Step-by-step explanation:

30 Explanation: The shape has a total of 720 degrees since it is a hexagon.   There are two right angles you can subtract 180 from the 720 which leaves you with 540.  You know with the rest of the information can combine the remaining angles and make the equation 4x+44=540.  You then get x=124.  

31 Explanation: here is a total of 540 degrees in the shape.  Since the angles are all congruent you 540/5=108.  Since you need x you need to do x+108=180.  This means x=72.  

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Answer:

X= -1.333333333 and so on.

Step-by-step explanation:

3X^2 is 9X

So 9X= -12

Divide both sides by 9 to create 0 pairs

Answer is X= -1.3333333333

Answer:

True, False, False, True

Answer:

True, False, False, True.

Step-by-step explanation:

x= 3

Step-by-step explanation:

=> -4x – 5 + 2x = -11

=> -2x = -11+5

=> -2x = -6

=> x= 6/2

=> x= 3

Answer:

x = 3

Step-by-step explanation:

-4x  + 2x - 5 = -11

Combine like terms

-2x - 5 = -11

Add 5 to both sides

-2x = -11 + 5

-2x = -6

Divide both sides by (-2)

x = -6/-2

x = 3

Answer:

Area = 16.8 * 7 / 2 = 58.8 ft2

Step-by-step explanation:

Have

18.2^2 = 7^2 + a^2

-> a^2 = 18.2^2 - 7^2

-> a^2 = 282.24

-> a = 16.8

Area = 16.8 * 7 / 2 = 58.8 ft2

The number of oranges that are expected to weigh more than 4 oz is:

1400 - (1400 × 0.0228)≈ 1368.

The mean weight of the oranges growing in an orchard is 8 oz and standard deviation is 2 oz, the distribution of the weight of oranges can be represented as normal distribution.

From the batch of 1400 oranges, the number of oranges is expected to weigh more than 4 oz can be found using the formula for the Z-score of a given data point.

\(z = (x - μ) / σ\)

Wherez is the Z-score of the given data point x is the data point

μ is the mean weight of the oranges

σ is the standard deviation

Now, let's plug in the given values.

\(z = (4 - 8) / 2= -2\)

The area under the standard normal distribution curve to the left of a Z-score of -2 can be found using the standard normal distribution table. It is 0.0228. This means that 0.0228 of the oranges in the batch are expected to weigh less than 4 oz.

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Since they are looking at ski season only. find total injuries during sli season:

160 + 100 = 260 total

Now divide the number of broken bones during ski season by that total:

160/260 = 8/13

The answer is 8/13

Answer:

5 days to make a house for both of them

Answer: 6/5 days

Step-by-step explanation:

If a worker can make a house in 2days, it can make 1/2 of the house in 1 day.

Similarly, the other worker can make 1/3 of the house in 1 day.

So, in 1 day, together, they will make 1/2 + 1/3 = 5/6 of the house.

So, it will take them 6/5 days to complete the house together.

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The decision variable in this scenario is the model to be produced, which can be represented by the variables A, B, and C. The output variable is the cost of production for the next month.

To determine the model that should be produced to eliminate the cost for the next month, we need to analyze the cost of production for each model. The decision variable represents the choices available, which are models A, B, and C. Let's denote the decision variable as X, where X can take the values A, B, or C.

The output variable in this case is the cost of production for the next month. It is important to consider the costs associated with the raw materials, as well as other factors like delivery time and availability. To make an informed decision, we need to compare the costs associated with each model.

The decision can be made by evaluating the cost of production for each model based on the data provided in the table. By analyzing the cost for each model and considering other relevant factors, such as delivery time and availability of raw materials from the respective suppliers, we can determine which model should be produced to minimize the cost for the next month.

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Answer:

4z-12

Step-by-step explanation:

the perimeter is the sum of all sides

so

\(P=(z+3)+(z-9)+(z+3)+(z-9)\\\\P=z+3+z-9+z+3+z-9\\\\P=4z+6-18\\\\P=4z-12\)

Answer:     the answer is X^2 • Y^2 • Z^2.

Step-by-step explanation:

Expanding the expression (xyz)^2, we get:

(xyz)^2 = (xyz) x (xyz)

(xyz)^2 = x^2 y^2 z^2

6.908 is greater than 6.098 as the second digit from the left is greater.

We round off numbers to make them easier to remember and it also keeps its value approximately to the place it has been rounded off.

To round off any number to any place we'll look for the digit next to that place and if it is equal to or greater than 5 we'll add one to the previous digit and make all the digits after it zeroes and if the digit is less than 5 we do not add one to the preceding digit and simply make all the digit after it to zeroes.

Given, are two numbers 6.098 and 6.908.

Now, starting from left both the numbers have the same digit so we can't

differentiate.

The digit after the decimal place to the first number is 0 and on the second it is 9 so definitely, the second number is greater.

∴ 6.098 < 6.908.

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The speed of boat in still water is 15 m per hour.

What is speed?

The speed of an object, also known as v in kinematics, is the size of the change in that object's position over time or the size of the change in that object's motion per unit of time, making it a scalar quantity. The instantaneous speed is indeed the upper limit of a average speed as that of the length of the interval approaches zero. The average speed of the object in a period of time is equal to the distance travelled by object divided by duration of the period. Velocity and speed are not the same thing.

The dimensions of speed are time divided by distance.

Given, speed of lazy river current = 5

distance covered = 20 miles downstream

and 10 miles upstream

Let x be the speed in still water
(x+5)T = 20

(X-5)T= 10

2(X-5) = (X+5)

X = 15

Therefore, speed of the boat in still water is 15 m per hour

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