\(y=x^2-2x-15 \\ y=2x+6\)

Which of the following could be the y-coordinate of a point of intersection of the graphs of the two equations above in the xy-plane?

A) -3
B) 5
C) 7
D) 20

Answer:

the answer is 11.

Step-by-step explanation:

To find the number of integers divisible by 6 between -30 and 39, we need to find how many multiples of 6 are in this range.

The first multiple of 6 greater than -30 is -24 (which is 6 times -4), and the last multiple of 6 less than 39 is 36 (which is 6 times 6).

So, we need to count the number of integers between -4 and 6 (inclusive), because each of these integers multiplied by 6 will give us an integer in the range -30 to 39 that is divisible by 6.

There are a total of (6 - (-4) + 1) = 11 integers between -4 and 6 inclusive, so there are also 11 integers between -30 and 39 that are divisible by 6.

Answer: No.

Explanation:

x = (2/5)y

There is too little information for this problem to be solved. Because there are two different variables, there isn't exactly a way to "solve" this problem. It can be rewritten, but you won't be able to find the value of x or y.

The engineer's improved light bulb likely has a statistically significant longer lifetime than the previous design, with a small but measurable difference of 0.2 hours.

Statistical significance refers to the probability that the observed difference between two groups (in this case, the old light bulbs and the new ones) is not due to chance alone. If the probability is low enough, we can confidently reject the null hypothesis (that there is no difference between the two groups) and conclude that there is a real difference between them.

In this case, a sample size of 40,000 bulbs is quite large, which increases the statistical power of the test and allows for even small differences to be detected as significant. The fact that the new bulb had a slightly longer lifetime of 1,200.2 hours, compared to the old bulb's average lifetime of 1,200 hours, suggests that the engineer's design improvement was successful in making the bulb last longer.

However, it's important to note that while the effect is statistically significant, the practical significance may be less clear. A difference of 0.2 hours may not make a noticeable impact on the bulb's usefulness or longevity in real-world scenarios. Additionally, other factors such as cost or energy efficiency may also need to be considered when evaluating the success of the new design.

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Answer:

|3x+4| +6

Step-by-step explanation:

f(x) = |3x+4| +2

g(x) =4

f(x) + g(x) =  |3x+4| +2 +4

               =  |3x+4| +6

Answer:

210 cm2

Step-by-step explanation:

Answer:

S= $165 + $15*W

Step-by-step explanation:

The total amount Mario has saved at the end of any W week is called S.

$ 165 is the amount that Mario has already saved.And you know that at the end of each week he saves $ 15. So, for example, in week one Mario will have saved $ 15, in week two $ 30, in week three $ 45 and so on. This is expressed by the relationship $ 15*W.   Taking into account that this amount saved is in addition to the $ 165 that Mario had already saved, the total amount that he has saved at the end of any week is:

S= $165 + $15*W

If 0.4 Customers arrives after 1 minute-

0.4*5 = 2.0 cm

From 1947 to 1987, Willowbrook State School served Staten Island's Willowbrook neighborhood as a state-funded facility for youngsters with intellectual disabilities. The school had 6,000 students enrolled by 1965 despite being intended for 4,000.

Aerts entered through the doors of Willowbrook State School in 1971 with former Staten Island Advance writer Jane Kurtin, and took disturbing photos of children and adults with special problems who were confined in cages, hungry, and used as research experiments.

Geraldo Rivera, who was working as an investigative reporter for WABC-TV in New York at the time, began an investigation into Willowbrook soon after and found a number of appalling circumstances there, including overcrowding and subpar sanitary facilities.

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Answer:

(x + 5)(2x + 1)

Step-by-step explanation:

Given

2x² + 11x + 5

Consider the factors of the product of the coefficient of the x² term and the constant term which sum to give the coefficient of the x- term.

product = 2 × 5 = + 10 and sum = + 11

The factors are + 10 and + 1

Use these factors to split the x- term

2x² + 10x + x + 5 ( factor the first/second and third/fourth terms )

= 2x(x + 5) + 1 (x + 5) ← factor out (x + 5 from each term

= (x + 5)(2x + 1) ← in factored form

Johnny's claim that 1/3 equals one whole is incorrect. Let's examine this claim using mathematical vocabulary.

First, let's define what "one whole" means. In mathematics, "one whole" refers to the entirety or complete unit of something. It represents the value of 1.

Now, let's consider the fraction 1/3. A fraction consists of two parts: a numerator and a denominator. The numerator represents the number of parts we have, and the denominator represents the total number of equal parts into which the whole is divided.

In the fraction 1/3, the numerator is 1, which means we have 1 part out of a total of 3 equal parts. This fraction represents a portion or a fraction of the whole, not the whole itself.

To illustrate this, let's use a visual representation. Suppose we have a whole pizza divided into three equal slices. If we have only one slice out of the three, we clearly do not have the entire pizza. We have a fraction, specifically 1/3 of the pizza.

In mathematical terms, 1/3 is less than 1 whole. It represents a value that is smaller than the whole, indicating that we have a portion or a fraction of the whole.

Therefore, Johnny's claim that 1/3 equals one whole is incorrect.

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Solving the system of equations:

x + y = 45

y = 2x

We can see that he made a total of 30 hot dogs and 15 hamburgers.

We can define the variables:

We know that he cooked a total of 45 dishes, then we can write the equation

x + y = 45

And he cooked twice as many hot dogs as hamburgers, then we can write:

y = 2x

Then we can write a system of equations at:

x + y = 45

y = 2x

We can replace the second equation into the first one, then we have:

x + (2x) = 45

3x = 45

x = 45/3

x = 15

And the solution of y is:

y = 2x

y = 2*15 = 30

The solution of the system is:

x = 15

y = 30

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Answer:

60xcm^3

Step-by-step explanation:

6 times 10 times x

60x

Number of 5-letter code words with no repeated letters: 120

Number of 5-letter code words allowing letter repetition: 3125

Number of 5-letter code words with adjacent letters being different: 1280

To find the number of 5-letter code words that can be formed from the letters q, w, b, r, s, we will consider three scenarios: no letter repeated, letters can be repeated, and adjacent letters must be different.

1. No letter repeated:

In this case, we cannot repeat any letter in the code word. So, for the first letter, we have 5 choices, for the second letter, we have 4 choices (since one letter has already been used), for the third letter, we have 3 choices, for the fourth letter, we have 2 choices, and for the fifth letter, we have 1 choice.

Therefore, the number of 5-letter code words with no repeated letters is:

5 × 4 × 3 × 2 × 1 = 120

2. Letters can be repeated:

In this case, we can repeat letters in the code word. So, for each of the 5 positions, we have 5 choices (since we can choose any of the 5 letters).

Therefore, the number of 5-letter code words allowing letter repetition is:

5⁵ = 3125

3. Adjacent letters must be different:

if adjacent letters cannot be repeated. 5 letter codes to be made.

Possible options for each space = 5

so first digit has 5 options, second digit has 4 options , third digit has 4 options , fourth digit has 4 options and the final digit will have only 4 options also.

So total number of codes = 5 × 4 × 4× 4× 4 = 1280 codes

Hence, the total number of codes as calculated by permutation and combination is 1280.

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Answer:

10

Step-by-step explanation:

(x-3)² = 7²

so x-3 = 7

x =10

Answer:

4.5

Step-by-step explanation:

Answer:

"$ 2,880" is the right answer.

Step-by-step explanation:

The given values are:

Annual deposit,

PV = $1,800

Interest rate,

r = 2%

or,

  = 0.02

As we know,

⇒  \(FV=PV\times (1+r)n\)

On substituting the values, we get

⇒         \(=1,800\times (1 + 0.02) 4 + 7 + 13\)

⇒         \(=1,800\times (1.02)24\)

⇒         \(=1,800\times 1.6\)

⇒         \(= 2,880\) ($)

Answer: 6x10°+97

Step-by-step explanation:

6x10°-4-10-1+30-3+7x10+2x10-5

6x10°-4-10-1+30-3+70+2x10-5

6x10°-4-10-1+30-3+70+20-5

6x10°+97

Answer:

18 units

Step-by-step explanation:

First, -9 to 0 is 9 units.  Next 0 to 9 is also 9 units.  Added up, this gives a total of 18 units.

Hope this helps! :)

Answer:

18

Step-by-step explanation:

You can do this two ways:

From -9 to 0, the distance is 9 units.

From 0 to 9, the distance is 9 units.

Add the two distances together, and you get 18 units.

You can also do this with the distance formula for a number line.

The distance, d, between numbers a and b on the number line is:

d = |a - b|

Our numbers are -9 and 9. It does not matter which number you call a and which you call b. Since the expression has absolute value in it, the answer will always come out non-negative.

d = |-9 - 9| = |-18| = 18

If you do it the other way, you get:

d = |9 - (-9)| = |9 + 9| = |18| = 18

Answer:

m=\(\frac{1}{2}\)

Step-by-step explanation:

The slope of the line that passes through M(-6, 1) and N(2, 5) will be 1/2.

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The linear equation is given as,

y = mx + c

Where m is the slope of the line and c is the y-intercept of the line.

The slope of the line is given as,

m = (y₂ - y₁) / (x₂ - x₁)

The points are M(-6, 1) and N(2, 5). Then the slope of the line is given as,

m = (5 - 1) / (2 + 6)

m = 4 / 8

m = 1/2

The incline of the line that goes through M(- 6, 1) and N(2, 5) will be 1/2.

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Answer:

We can use the formula:

time = distance ÷ speed

where distance is in kilometers (km) and speed is in kilometers per hour (km/h).

Substituting the given values, we get:

time = 340 km ÷ 12 km/h

time = 28.33 hours (rounded to two decimal places)

Therefore, it takes approximately 28.33 hours for the car to travel a distance of 340 km at an average speed of 12 km/h.

Answer:28hrs and 20min

Step-by-step explanation:

rgrghwrt

Answer:

\(\frac{1}{9}\)

Step-by-step explanation:

Note the bar above 1 means 1 is repeating , that is

0.111..

We require 2 equations with the repeating digit placed after the decimal point

let x = 0.111.... (1) Multiply both sides by 10

10x = 1.111... (2)

Subtract (1) from (2) thus eliminating the repeating digit

9x = 1 ( divide both sides by 9 )

x = \(\frac{1}{9}\)

Answer:

that was the great answer its 1/10

a. The present value is $7,500. b. The present value is $50,000. c. The present value is $2,000. d. The present value is $2,000.

To calculate the present value of a perpetuity, you can use the formula:

Present Value = Cash Flow / Discount Rate

a. A $450 perpetuity discounted back to the present at 6 percent:

Present Value = $450 / 0.06 = $7,500

b. A $5,000 perpetuity discounted back to the present at 10 percent:

Present Value = $5,000 / 0.10 = $50,000

c. A $140 perpetuity discounted back to the present at 7 percent:

Present Value = $140 / 0.07 = $2,000

d. A $60 perpetuity discounted back to the present at 3 percent:

Present Value = $60 / 0.03 = $2,000

Therefore:

a. The present value is $7,500.

b. The present value is $50,000.

c. The present value is $2,000.

d. The present value is $2,000.

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For the linear equations provided by the coordinates in the table;

The first equation of this system is y = -2x.

The second equation of this system is y = x - 3.

The solution to the system is (1, -2).

We have four points (-5,10), (-1,2), (0,0), and (11,-22) for first equation, and four points (-8,-11), (-2,-5), (1,-2), and (7,4) the second equation.

The slope (m) is given by the formula (y2 - y1) / (x2 - x1).

For the first line, we can use the points (-5,10) and (-1,2)

m1 = (2 - 10) / (-1 - (-5)) = -8/4 = -2.

the first equation is y = -2x

the second line, we can use the points (-8,-11) and (-2,-5)

m2 = (-5 - -11) / (-2 - -8) = 6/6 = 1.

the second line has a slope of 1,

the equation should have the form y = x + c.

To find c, we can use one of the points, for instance (-2,-5):

-5 = -2 + c => c = -5 + 2 = -3.

So, the second equation is y = x - 3.

the solution to the system, we need to find where the two lines intersect.

y = -2x

y = x - 3

Setting both equation equally

-2x = x - 3

=> 3x = 3

=> x = 1.

Substituting x = 1 into the first equation

y = -2(1) = -2.

the solution to the system of linear equation would be (1, -2).

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Step-by-step explanation:

id-8253381513

password-9999

Answer:

the correct answer is A. but dont trust me on this

Step-by-step explanation:

Answer:

D.

Step-by-step explanation:

Pretend the y-axis is a wall, on the left side it is decreasing and on the right it is increasing, so A. and B. aren't correct. C. and D. are left, x<0 means on the left side of the y-axis because x (any number) is less than 0 and on the left side it is decreasing so C. isn't correct so D. is your answer because x>0 means x is greater than 0 so it's on the left side of the y-axis.

I hope this helps!

The Bar graph, Line graph and Report displays the counter in decimal format.

Selecting a counter displays information about that counter's collected data as a chart type. The bar graph, line graph and report displays the current value of each performance counter in decimal format.

Line graph: - Line graph, also known as a line chart or line plot, is commonly drawn to show how something changes over a period of time. scientists and engineers use these graphs to understand and derive meaning from large chunks of data.

Bar graph: - This are the pictorial representation of data, in the form of vertical or horizontal rectangular bars, where the  length of bars are proportional to the measure of data. They are mostly used in business and finance, but they can also be found in other contexts. This can be used to show the distribution of different heights of students in a class.

Report: -  A report is a document that presents information in an organized format for a specific audience and purpose. All the skills and the knowledge of the professionals are communicated through reports. Reports help the top line in decision making. A rule and balanced report also helps in problem solving.

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Answer:

do guf for me and my family are doin today w I was wondering if you could send me a copy of the record I have a meeting with the record for me and my family are doing well and that you have a meeting with the record for me and my family are doing well and that

Given a table of polygons

For the first row,

Given that the 1 exterior angle of the polygon is given, to find the number of sides, n, the formula is

The number of sides, n, of the polygon is three, thus it is a triangle.

A regular triangle has

For the second row

Given that sum of the interior angles of the polygon is 720°, to find the number of sides of the polygon,

Using the formula to find the sum of the interior angles of a polygon which is

Since the number of sides is 6, thus, it is a hexagon.

For a regular hexagon, is tas

The table is shown below