PLEASE HELP WILL GIVE BRAINLIEST! Solve |3x – 1| = |x+1| by graphing.

The number of black- hooded parakeets savant would  Probably have seen on day 8, we can use the line of stylish fit from the  smatter plot.  

Grounded on the line of stylish fit, we observe a general trend in the data points. It appears that as the days progress, the number of black- hooded parakeets savant sees tends to increase. By extending the line of stylish fit to day 8, we can estimate the likely number of parakeets she'd have seen.  

To make the estimation, we  detect day 8 on the x-axis of the  smatter plot and draw a  perpendicular line up to the line of stylish fit. The corresponding y- value on the line represents the estimated number of parakeets Sage would  probably have seen on day 8.  

Since the  smatter plot isn't  handed in the question, I'm  unfit to determine the exact value of the estimated number of parakeets on day 8. still, by following the  way mentioned  over, you can  relate to the  smatter plot and use the line of stylish fit to estimate the likely number of black- hooded parakeets savant would have seen on day 8.

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Answer:

(4x - 3)(3x² - 1)

Step-by-step explanation:

12x³ - 9x² - 4x + 3 ( factor the first/second and third/fourth terms )

= 3x²(4x - 3) - 1 (4x - 3) ← factor out (4x - 3) from each term

= (4x - 3)(3x² - 1)

The graph of the function f(x) = x - 2 is a straight line that passes through the origin and has a slope of 1.

Function is a mathematical concept which refers to a rule or set of rules that takes an input and produces an output. Its purpose is to map out a relationship between two distinct sets of data. The input is called the argument, and the output is called the value. Functions are used to model real-world situations, to discover patterns, and to solve problems. Functions help to organize data and make it easier to interpret and analyze. They are also used to predict the effects of changes in the input.

This means that for every unit increase in x, the value of f(x) increases by 1 unit. Therefore, when x is equal to 0, the value of f(x) is equal to -2. When x is equal to 1, the value of f(x) is equal to -1. When x is equal to 2, the value of f(x) is equal to 0. When x is equal to 16, the value of f(x) is equal to 14. As you can see, for every increase in x, the value of f(x) increases by 2 units.  This is the reason why the line drawn from the value of x to the corresponding value of f(x) increases by 2 units when x is increased by 1 unit.

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In this case, there is no corresponding point on the line, so the line does not extend from (2, 4) to (4, 2).

Function is a mathematical concept which refers to a rule or set of rules that takes an input and produces an output. Its purpose is to map out a relationship between two distinct sets of data. The input is called the argument, and the output is called the value. Functions are used to model real-world situations, to discover patterns, and to solve problems. Functions help to organize data and make it easier to interpret and analyze. They are also used to predict the effects of changes in the input.
In this example, the function f(x) = x-2 is being represented by a line that connects each value of x to the corresponding value of f(x).

When x = 4,

then f(x) = 4-2

f(x) = 2,

so the line extends from (4, 2) to the origin (0, 0).

Similarly, when x = 0,

then f(x) = 0-2

f(x) = -2,

so the line extends from (0, -2) to (4, 2).

When x = 1,

then f(x) = 1-2

f(x) = -1,

so the line extends from (1, -1) to (4, 2).

Finally,

when x = 2,

then f(x) is undefined.

In this case, there is no corresponding point on the line, so the line does not extend from (2, 4) to (4, 2).

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Measurements can be classified into different types: nominal, binary, ordinal, discrete (count), or continuous. Each type has distinct characteristics and is used in different scenarios depending on the nature of the data being analyzed.

In the field of statistics, measurements can be categorized into different types based on their characteristics. The following classification can be used to categorize measurements: nominal, binary, ordinal, discrete (count), or continuous.

**Nominal**: Nominal measurements are categorical and do not possess any inherent order or numerical value. They are used to classify data into distinct categories. Examples of nominal measurements include gender (male, female), colors (red, blue, green), or types of vehicles (car, motorcycle, truck).

**Binary**: Binary measurements have two distinct categories or outcomes. They are often represented by 0 and 1, true and false, or yes and no. Binary measurements are used in situations where there are only two possible responses. Examples include success/failure, presence/absence, or heads/tails.

**Ordinal**: Ordinal measurements have ordered categories that represent a ranking or hierarchy. While the categories have a relative position, the exact difference between them may not be known or meaningful. Examples of ordinal measurements include rating scales (poor, fair, good, excellent), educational levels (elementary, high school, college), or customer satisfaction levels (low, medium, high).

**Discrete (Count)**: Discrete measurements are whole numbers that represent distinct quantities or counts. They are typically used for variables that cannot take on fractional or continuous values. Examples of discrete measurements include the number of siblings, the number of cars in a parking lot, or the number of items sold.

**Continuous**: Continuous measurements can take on any value within a certain range and can be measured with a high level of precision. They are often represented by real numbers. Continuous measurements are used when there is an infinite number of possible values between any two points. Examples include height, weight, temperature, or time.

In summary, measurements can be classified into different types: nominal, binary, ordinal, discrete (count), or continuous. Each type has distinct characteristics and is used in different scenarios depending on the nature of the data being analyzed.

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All the above data were obtained by entering them in excel format and obtaining it using standard methods.

A low standard deviation shows that the values tend to be close to the mean (also known as the expected value) of the set, whereas a high standard deviation suggests that the values are spread out over a wider range. The standard deviation is a measure of variance or dispersion in statistics. Standard deviation, often known as SD, is most frequently represented in mathematical texts and equations by the lowercase Greek letter (sigma), for the population standard deviation, or the Latin letter s, for the sample standard deviation.

For sample size 5, Mean = 117.6 and Standard Deviation = 9.2

For sample size 12, Mean = 103.5 and Standard Deviation = 8.6

For sample size 30, Mean =104.6 and Standard Deviation = 8.7

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Answer:

  (1, 3) ∪ (5, ∞)

Step-by-step explanation:

You want the solution to the inequality ((x -1)(x -5))/(x -3) > 0.

The sign of the function changes at values of x that make the factors zero, at x = 1, 3, 5. The function is positive for x > 5, so will also be positive for 1 < x < 3

The solution is ...

  1 < x < 3  or  5 < x

__

Additional comment

If any linear factor has an even degree (even multiplicity), there will not be a sign change. The numerator factors correspond to function zeros. The denominator factors correspond to function vertical asymptotes.

The attached graph shows zeros at x=1 and x=5, and a vertical asymptote with a sign change at x=3.

Answer:

2x+5

Step-by-step explanation:

Equation  y = 3x + 5  correctly represents the situation.

Two algebraic expressions having same value and symbol '=' in between are called as an equation.

Given:

Darrian creates caricatures for an initial fee of $5 then charges $2 each minute.

Let x be the number of each extra minutes.

And y be the total fees.

So, the equation;

The total fee = Charges of x minutes + initial fee.

y = 3x + 5

Therefore, the equation is  y = 3x + 5.

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Answer: Sally's school is 2,500 meters long. Hope this helps!

Answer:

2500metres

Step-by-step explanation:

we all know that 1km is 1000 metres

The domain restrictions of the expression q²−7q−8/q²+3q−4 are q ≠ -4 and q ≠ 1. (option c)

The denominator of the expression is q²+3q−4. To determine the values that would make the denominator equal to zero, we can set it equal to zero and solve for q:

q² + 3q - 4 = 0

Now, we can factorize the quadratic equation:

(q + 4)(q - 1) = 0

To find the values of q, we set each factor equal to zero and solve for q:

q + 4 = 0 or q - 1 = 0

Solving these equations, we get:

q = -4 or q = 1

So, the values of q that would make the denominator equal to zero are q = -4 and q = 1. These are the values we need to exclude from the domain of the expression to avoid division by zero.

Therefore, the correct answer is option c) q ≠ 1 and q ≠ -4.

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Complete Question:

What are the domain restrictions of q²−7q−8/q²+3q−4?

a) q≠1 and q≠−8

b) q≠−1 and q≠4

c) q≠1 and q≠−4

d) q≠−1 and q≠8

Ce clasă ești sa văd daca te pot ajuta

Comparing the articles I, II, and III of the constitution, in the descending order of length and detail, the articles are ranked as I, II, and III. Article I is the longest.

Article I of the constitution created the legislative branch, article II of the constitution created an executive branch, and article III of the constitution created a judicial constitution. Article I is the longest and more detailed part of the constitution as the powers and the duties of the legislative branch are much more varied than the executive branch. Additionally, the legislative branch is composed of more individuals than the executive branch.

Article 1 is the longest as founding fathers believed that a legislative branch is very important in a government that represents the citizens. Article 3 is the shortest part of the constitution as the founding fathers did not expect the judiciary to play a large role.

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Answer:

7 8 9

Step-by-step explanation:

Answer:

\(k = -\frac{1}{5}\) -- Constant

\(y = -\frac{x}{5}\) -- Equation

Step-by-step explanation:

Given

\(\{(-15, 3), (-5, 1), (0, 0), (10, -2)\}\)

Solving (a): The constant of variation

The given parameter is of the form (x,y) and the variation constant is calculated using:

\(k = \frac{y}{x}\)

For:(-15,3), k is calculated as

\(k = \frac{y}{x}\)

\(k = \frac{3}{-15}\)

\(k = -\frac{1}{5}\)

For (-5,1)

\(k = \frac{y}{x}\)

\(k = \frac{1}{-5}\)

\(k = -\frac{1}{5}\)

The equation is calculated using the following rule:

\(y = kx\)

Substitute \(-\frac{1}{5}\) for k

\(y = -\frac{1}{5} * x\)

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

There are 3 even numbers out of 6 total numbers.

Rolling an even number would be 3/6 = 1/2

She would expect half the rolls should be even.

144/2 = 72

The answer is 72 times.

Answer:

38000

Step-by-step explanation:

=5*(88)^2 -720

=5*7744 -720

=38720-720

=38000

I did it without using calculator

The equivalent expression of the expression \(\sqrt[3]{\frac{12x^2}{16y}}\) is \((\frac{3x^2}{4y})^\frac 13\)

The expression is given as:

\(\sqrt[3]{\frac{12x^2}{16y}}\)

Divide 12 in the expression by 4

\(\sqrt[3]{\frac{3x^2}{16y}}\)

Divide 16 in the expression by 4

\(\sqrt[3]{\frac{3x^2}{4y}}\)

Apply the power rule of indices

\((\frac{3x^2}{4y})^\frac 13\)

Hence, the equivalent expression of \(\sqrt[3]{\frac{12x^2}{16y}}\) is \((\frac{3x^2}{4y})^\frac 13\)

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Answer:

22100

Step-by-step explanation:

First you would add the truckloads of concrete for both playgrounds (3 5/8 + 3 5/8 + 1 9/10). Then you would divide that by 1/2. Finally multiply that number by 2000. (Pls mark me the brainliest)

The value of 'E' in the algebraic equation is -2

Algebraic equation is a mathematical statement in which two expressions are set equal to each other.

Therefore, let solve for 'E' in the equation 0.75(8+e)=2−1.25e

Use 0.75 to open the bracket

6 + 0.75e = 2 -1.25e

Collect the like terms

0.75e+1.25e = 2-6

2e = -4

Divide both sides by 2

2e/ 2 = -4/2

e =-2

Therefore, the value of 'E' in the equation is -2

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Answer:

35 x^4  - 5x^3

Step-by-step explanation:

5x^3 (7x−1)

Distribute

5x^3 (7x) +5x^3 *(−1)

35 x^3 *x - 5x^3

35 x^4  - 5x^3

Answer:

Answer:

35 x^4  - 5x^3

Step-by-step explanation:

5x^3 (7x−1)

Distribute

5x^3 (7x) +5x^3 *(−1)

35 x^3 *x - 5x^3

35 x^4  - 5x^3

Step-by-step explanation:

In the given system of linear inequalities,

Solutions: (1, 0), (-2, 5)

Non-solutions: (2, 0), (0, 1)

To graph the system of linear inequalities, we will plot the boundary lines for each inequality and shade the appropriate regions based on the given inequalities.

1. Graphing the inequality y < −x + 3:

To graph y < −x + 3, we first draw the line y = −x + 3. This line has a slope of -1 and a y-intercept of 3. We can plot two points on this line, for example, (0, 3) and (3, 0), and draw a dashed line passing through these points. Since y is less than −x + 3, we shade the region below the line.

2. Graphing the inequality y ≥ 2x − 1:

To graph y ≥ 2x − 1, we first draw the line y = 2x − 1. This line has a slope of 2 and a y-intercept of -1. We can plot two points on this line, for example, (0, -1) and (1, 1), and draw a solid line passing through these points. Since y is greater than or equal to 2x − 1, we shade the region above the line.

Now let's find two ordered pairs that are solutions and two that are not solutions.

Ordered pairs that are solutions:

- (1, 0): This point satisfies both inequalities. Plugging in the values, we get y = -1 and y ≥ 1, which are both true.

- (-2, 5): This point satisfies both inequalities. Plugging in the values, we get y = 7 and y ≥ 3, which are both true.

Ordered pairs that are not solutions:

- (2, 0): This point does not satisfy the first inequality y < −x + 3 since 0 is not less than -2 + 3.

- (0, 1): This point does not satisfy the second inequality y ≥ 2x − 1 since 1 is not greater than or equal to -1.

By graphing the system of linear inequalities and examining the solutions and non-solutions, we have:

Solutions: (1, 0), (-2, 5)

Non-solutions: (2, 0), (0, 1)

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The required equation of the line having a slope of 33 and passing through (-3, - 3) is y = 33x + 96.

We know lines have various types of equations, the general type is

Ax + By + c = 0, and the equation of a line in slope-intercept form is

y = mx + b.

Where slope = m and b = y-intercept.

the slope is the rate of change of the y-axis with respect to the x-axis and the y-intercept is the (0,b) where the line intersects the y-axis at x = 0.

Let the required line be y = mx + b.

∴ - 3 = (33)(-3) + b.

- 3 = - 99 + b.

b = 96.

∴ y = 33x + 96 is the required line.

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Answer:

C   $126,720

Step-by-step explanation:

First hour: 1280 tickets

Second hour: 20% more than 1280 tickets

20% of 1280 = 0.2 * 1280 = 256

1280 + 256 = 1536

Second hour: 1536 tickets

First & second hour tickets:

1280 + 1536 = 2816

Total sales:

2816 * $45 = $126,720

Answer: C   $126,720

Answer:

C. therefore

Step-by-step explanation:

Answer:

wwwwwwwwwwwwwwwwwwww

Answer:

\( \frac{5}{4} \)

Step-by-step explanation:

To find the average of any amount of numbers, just add all the given numbers together and then divide by the amount of numbers given, in this case it would be :

\(( \frac{3}{4} + \frac{13}{5} + \frac{14}{10} + \frac{6}{24} ) \div 4\)