The radius of a circle is 2 miles. What is the circles area? Use 3.14 for n

The slope (m) of the line is 19 and the y-intercept (b) is -4. The equation of the line can be expressed as y = 19x - 4.

The slope (m) of a straight line can be calculated using the formula:

m = (y2 - y1) / (x2 - x1)

where (x1, y1) and (x2, y2) are the coordinates of two points on the line.

Using the given points (3, 53) and (5, 91), we can substitute the values into the formula:

m = (91 - 53) / (5 - 3)

m = 38 / 2

m = 19

Therefore, the slope (m) of the straight line is 19.

To determine the y-intercept (b), we can use the slope-intercept form of a linear equation:

y = mx + b

where m is the slope and b is the y-intercept.

Using the point (3, 53) and the slope we just calculated (m = 19), we can substitute the values into the equation:

53 = 19(3) + b

53 = 57 + b

Now, solving for b:

b = 53 - 57

b = -4

Therefore, the y-intercept (b) of the straight line is -4.

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The set of natural numbers {1,2,3,4,...} and the set of positive even numbers {2, 4, 6, 8, . . .} are different because natural numbers include all positive integers, while even numbers only include those that are divisible by 2 with no remainder.

Two important sets of numbers are natural numbers and even numbers. The set of natural numbers consists of numbers that are not negative, beginning with 1 and continuing indefinitely with 2, 3, 4, and so on.

The set of even numbers, on the other hand, consists of numbers that are divisible by 2, beginning with 2, 4, 6, and so on.

Positive integers refer to natural numbers. Any integer greater than zero is a positive integer.

Zero is not a positive integer. Hence, the set of natural numbers consists of {1,2,3,4,…}

On the other hand, the set of even numbers consists of {2, 4, 6, 8, . . .}.

Therefore, {1,2,3,4,…} and {2, 4, 6, 8, . . .} are two different sets of numbers where one set is composed of positive integers (natural numbers) and the other is composed of positive even numbers.

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According to the solving Probability the value are as follows;

a) P(Blue)= 0/10

b) P(Red)= 5/10

c) P(Red or Yellow)= 9/10

Since, We know that;

The definition of probability is "How likely something is to happen."

Probability is indeed a number ranging from 0 to 1 that expresses the likelihood that an event will take place as specified.

First, 0 < P(E) < 1

where, P(E) specifies the probability of an event E) and second, the sum of the probabilities of any collection of mutually and exclusive exhaustive occurrences equals 1 are the two characteristics that define a probability.

According to the given data:

We have a Bag of marbles has 4 yellow, 5 red, and 1 purple.

Total balls in a bag= 4+5+1=10 balls.

Something that is IMPOSSIBLE to happen.

P(Blue)= 0/10

Something that is EQUALLY LIKELY to happen.

P(Red)= 5/10

Something that is LIKELY to happen.

P(Red or Yellow)= 9/10

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Answer:

c. po dahil Wala po Dian Ang answer

Step-by-step explanation:

sana po makatulong

Answer:

B) 3(7x + 2)

Step-by-step explanation:

6x is 6x and x is 1x but you don't usually put the 1 infront of the x.

Therefore , the solution of the given problem of function comes out to be the duckweed to grow a mass triple the original size will be 45 hours.

The mathematics curriculum involves examining numbers, the equation the environment we live in, structures, and both actual and hypothetical locations. A function is a variable representation of the relationship between the quantities of intake and the corresponding outputs for each. Simply explained, a function is a collection of inputs that, when combined, provide unique outputs for each input.

Here,

Given :

mass of a population of duckweed is 500g

=>  function m(t)= 500x³^t/45

So,

=> t = 45 hours

Since it is given that the mass of the population of the duckweed triples every 45 hours

it is clear that the time taken for the duckweed to grow a mass triple the original size will be 45 hours .

Therefore , the solution of the given problem of function comes out to be the duckweed to grow a mass triple the original size will be 45 hours.

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Answer:

5 3/8

Step-by-step explanation:

I failed the test

Answer: Hi babies i just finished and got 100%!!!

Step-by-step explanation:

Which line segment is a radius of circle F?

Responses

BE

AC

BF

AB

Which line segment is a diameter of circle L?

Responses

GK

IL

GJ

HL

The radius of circle L is 22 cm.

What is the length of its diameter?

Responses

11 cm

22 cm

44 cm

88 cm

The diameter of a circle is 10 3/4 inches.

What is the radius, r, of the circle?

Enter your answer as a mixed number in simplest form by filling in the boxes.

r = 5 3/8 in.

The length of a radius of a circle, measured in feet, is represented by the expression z + 3.6. The diameter of the circle is 11 4/5 ft.

What is the value of z?

Enter your answer as a decimal or mixed number in simplest form in the box.

z = 2 3/10 or 2.3

Have a good day!!!!

From the data points given the linear equation in slope-intercept form is y = -1/2x + 4.

What is an equation?

A mathematical definition of an equation is a claim that two expressions are equal when they are joined by the equals sign ("=").

The first two data points are - (-3,5.5) and (-1,4.5)

The slope-intercept form of the equation is -

y = mx + b

m represents the slope of the linear equation.

To find the value of m use the formula -

(y2 - y1)/(x2 - x1)

Substitute the values into the equation -

(4.5 - 5.5)/[(-1) - (-3)]

Use the arithmetic operation of subtraction -

(-1)/(-1 + 3)

-1 / 2

So, the slope m is m = -1/2

Now, the equation becomes y = -1/2x + b

To find the value of b substitute the  values of x and y in the equation -

5.5 = -1/2(-3) + b

5.5 = 3/2 + b

5.5 = 1.5 + b

b = 5.5 - 1.5

b = 4

So, now the equation becomes - y = -1/2x + 4

The graph for the equation is plotted.

Therefore, the equation is y = -1/2x + 4.

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The true statements are:

Logarithms may be used to linearize data.

Powers may be used to linearize data. Roots may be used to linearize data.

If a data set is linearized by taking the common logarithm (log) or natural logarithm (ln) of the y-values, then the data follows a power model.

Another format for writing exponents is in logarithms.

The use of a logarithm can be utilized to solve issues that cannot be resolved using the concept of exponents alone. A logarithm is simply another way to describe exponents. Exponent and logarithm are inverse forms of one another. A logarithm is defined using an exponent.

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Answer:

A.Logarithms may be used to linearize data.

B.Powers may be used to linearize data.

C.Roots may be used to linearize data.

E.If a data set is linearized by taking the pth root of the y-values, then the data follows a power model.

Step-by-step explanation:

Yes

Answer:

\(x=3.18\) \(cm\)

Explanation:

\(x=3.18\) \(cm\)

Substitute \(y=6 cm\) into  \(\frac{}{AC} =y:\frac{}{AC} =6cm\)

Substitute \(0=32\) into ∠\(CAB=0:\) ∠\(CAB=32^o\)

sinA=leg opposite ∠A/hypotenuse : \(sin(CAB)=\frac{\frac{}{BC} }{\frac{}{AC} }\)

Substitute \(\frac{}{BC} =x,\frac{}{AC}=6cm,\) ∠\(CAB=32^o\)

into sin(∠\(CAB\)) \(=\frac{\frac{}{BC} }{\frac{}{AC} }:sin(32^o)=\frac{x}{6}\)

Calculate \(sin(32^o)=\frac{x}{6} :x=3.18cm\)

The given statement is true all else being equal, the further the t statistic falls from 0, either in the positive or negative direction, the more likely it is that the difference between two population averages is statistically significant.  

The T Statistic is used in a T test when you are deciding if you should support or reject the null hypothesis. It’s very similar to a Z-score and you use it in the same way: find a cut off point, find your t score, and compare the two. You use the t statistic when you have a small sample size, or if you don’t know the population standard deviation.

Here we have the statement All else being equal, the further the t statistic falls from 0, either in the positive or negative direction, the more likely it is that the difference between two population averages is statistically significant.

And we need to identify whether the statement is true or not.

As per the definition of t statistics, we have identified that the t statistic falls from 0. which states that is goes on the negative direction.

Hence, the more likely it is that the difference between two population averages is statistically significant.

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The answer to the question is (a) the coefficient of determination.

The coefficient of determination, denoted as R-squared (R²), represents the proportion of the variance in the dependent variable that can be explained by the independent variable(s) in a regression model. It is a statistical measure that indicates the goodness of fit of the regression line to the observed data. R-squared ranges from 0 to 1, where 0 indicates no linear relationship between the variables, and 1 indicates a perfect fit. In simpler terms, R-squared tells us how well the independent variable(s) can predict the dependent variable. It is commonly used to evaluate the strength and reliability of a regression model and understand the percentage of variability in the dependent variable that can be accounted for by the independent variable(s). #spj11

R-squared to assess the goodness of fit in a regression model. It quantifies the proportion of the dependent variable's variability that can be explained by the independent variable(s). R-squared ranges from 0 to 1, with higher values indicating a better fit. Is R-squared an indicator of the regression line's accuracy? Understand how R-squared provides insights into the relationship between variables and helps evaluate the predictive power of your model.

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Considering they left at precise noon, at 12:45 they will be 9 miles apart after they leave the intersection.

Let's call the time it takes for them to be 9 miles apart "t". During this time, the truck will have traveled a distance of 30t, and the car will have traveled a distance of 42t. Since they are traveling in the same direction, we can subtract the distances to find the distance between them:

42t - 30t = 12t

So they are separating at a rate of 12 miles per hour.

To find when they will be 9 miles apart, we can set up the equation:

12t = 9

Solving for t:

t = 9/12

t = 0.75 hours,

To convert 0.75 hours into minutes, we have to multiply it by 60.

= 0.75 × 60

= 45 minutes

So they will be 9 miles apart 45 minutes after they leave the intersection, or at 12:45pm.

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Answer:

csc(0)= 25/7

sec(0)= 25/24

cot(0)= 24/7

Step-by-step explanation:

Answer:

csc Θ = 25/7

sec Θ = 25/24

cot Θ = 24/7

Step-by-step explanation:

csc Θ = 1/sin Θ

sin Θ = opp/hyp

csc Θ = hyp/opp

csc Θ = 25/7

sec Θ = 1/cos Θ

cos Θ = adj/hyp

sec Θ = hyp/adj

sec Θ = 25/24

cot Θ = 1/tan Θ

tan Θ = opp/adj

cot Θ = adj/opp

cot Θ = 24/7

Answer:

The point-slope form is  

y

+

6

=

1

5

(

x

−

4

)

or  

y

+

5

=

1

5

(

x

−

9

)

, depending on which point you use. If you solve for  

y

to get the slope-intercept form, both equations will convert to  

y

=

1

5

x

−

34

5

Step-by-step explanation:

Answer:

Hope this helps! If I could have brainliest I'm trying to rank up.

Step-by-step explanation:

First find the probability of each color being drawn.

We need to find the total number of marbles first.

4 + 3 + 6 = 13

Everything will be over 13.

Probability of a white marble being drawn --> 4/13

Probability of a blue marble being drawn --> 3/13

Probability of a red marble being drawn --> 6/13

Now to find the probabilities of more than one being drawn, we can multiply.

Part A:

6/13*6/13=36/169

Part B:

3/13*3/13=9/169

Part C:

6/13*6/13=18/169

Part D:

7/13*7/13=49/169

The total money spent on passes and lunch for each student was $8.63.

Total money spent on passed = 651.21

Total number of people on field trip = 46 + 3

Performing addition

Total number of people on field trip = 49

Money spent on each pass = 651.21/49

Performing division

Money spent on each pass = $13.29

Total money spent on students = 396.98

Total number of students = 46

Money spent on lunch for each student = 396.98/46

Performing division

Money spent on lunch for each student = $8.63

Total money spent on each person for pass and lunch is $8.63.

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Answer:

The function is f(x)=2x

Step-by-step explanation:

Since every single y is 2 times x, it will be 2x. This function just doubles whatever x you put in.

Answer:

Step-by-step explanation:

Those are coordinate points on a line but they are written in table form.

For the first point,  when x=1, y=2  (that's given from the table) but it's a point on the line (1, 2)

The next point (2,4),

(3,6) and so forth.

The format for a line is

y=mx+b (slope-intercept form)

or

\(y-y_{1} = m(x-x_{2})\)   (point-slope form)

They did not give you the y-intercept (that's when x=0) in the chart.  You may have been able to figure it out by looking at the pattern but if not we will use the second formula, point slope form, because we know a point from the chart and we can find slope

\(slope=m=\frac{y_{2}- y_{1} }{x_{2}- x_{1} }\)    

pick any 2 points from the chart to find slope.  I will pick (1,2) and (2,4)

\(m=\frac{4-2}{2-1 } =\frac{2}{1} =2\)

Now that i know slope m=2  and i will pick (1,2) to plug into formula

\(y-y_{1} = m(x-x_{2})\)

y-2=2(x-1)       distribute 2

y-2=2x-2          add 2 to both sides

y=2x

The function is increasing at a rate of 2 and the y-intercept is 0.

Answer:

D. 29

Step-by-step explanation:

just did the test and got it correct. Edmentum, Plato.

Answer:

the

Step-by-step explanation:

the pattern is of prime numbers and next three terms is 17,19,23 thank you

Answer: y = 5x + 26

Step-by-step explanation:

To find the equation of a line that is perpendicular to the given line y = -1/5x + 1 and passes through the point (-5, 1), we need to determine the slope of the perpendicular line. The given line has a slope of -1/5. Perpendicular lines have slopes that are negative reciprocals of each other. So, the slope of the perpendicular line will be the negative reciprocal of -1/5, which is 5/1 or simply 5. Now, we have the slope (m = 5) and a point (-5, 1) that the perpendicular line passes through.

We can use the point-slope form of a linear equation to find the equation of the line:

y - y1 = m(x - x1)

Substituting the values, we get:

y - 1 = 5(x - (-5))

Simplifying further:

y - 1 = 5(x + 5)

Expanding the brackets:

y - 1 = 5x + 25

Rearranging the equation to the slope-intercept form (y = mx + b):

y = 5x + 26

Therefore, the equation of the perpendicular line that passes through the point (-5, 1) is y = 5x + 26.

The probability of at least one of them being a physics instructor is 120 ways to form the committee.

Sometimes, simply the occurrence of the event at least once matters when computing independent events. The "At Least One" Rule is used to describe this. The complement of the probability of the event never occurring will be used to calculate the probability of the event occurring at least once.

There are five chemistry instructors and six physics instructors at a college. If a committee of four instructors is selected.

Starting with 6, choose two because we require at least two professors. Let's move on to the remaining 8 individuals (there were initially 10, but now there are just 8): and select 3.

6 select 2; 8 select 3

15×56 =840

We then chose 5 individuals from a group of 10, at least 2 of whom were lecturers.

(9) = 20 options for selecting the professors. 3

(3) = 6 options for selecting the professors.

(9) (¹) = 20 × 6 = 120 ways.

Therefore, 120 ways to form the committee.

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Complete question:

There are five chemistry instructors and six physics instructors at a college. If a committee of four instructors is selected, find the probability of at least one of them being a physics instructor?

Answer:

10

Step-by-step explanation:

30-25=5

10-5=5

30:10

25:5

Therefore, the parameter in this case is the average amount of time teenagers spend playing computer games in the current year.

To determine if the amount of time teenagers spend playing computer games is greater than the average time in the 1990s (10.2 hours per week), the scientist would conduct a study and collect data on the current average time spent playing computer games among teenagers.

In this context, the parameter of interest would be the average amount of time teenagers currently spend playing computer games per week. The scientist wants to compare this parameter to the average time of 10.2 hours per week in the 1990s.

By collecting data from a representative sample of teenagers and calculating the average time spent playing computer games, the scientist can then compare the current average to the 1990s average. If the current average is significantly higher, it would indicate that teenagers spend more time playing computer games now than they did in the 1990s.

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Answer:

Step-by-step explanation:

1 is 180 cant do the rest srry

Answer:

it is B and D that is the answer