what is the slope from 1 to 5.3 seconds?

8 + x / 3 = 75

Minus 8 on both sides

x / 3 = 67

Multiply by 3 on both sides.

x = 201

Answer:

Whats? explication?? khe??

Answer:

Step-by-step explanation:

Answer:

4x25/100=1

Step-by-step explanation:

How I came up with it

4÷100=25

25÷25=1

Julie will only get a 1% discount

Hope it helps

The category that represents approximately one-fourth is drama

The category that represents approximately one-fourth

As a general rule, approximately one-fourth of the chart is a section that covers 25% of the chart

Using the pie chart as a guide, we have the following:

Drama = 25% of the chart

This in other words mean that

Drama = one-fourth of the chart

Percentage of comedy or news

Using the pie chart as a guide, we have the following:

Comedy or news covers half the chart

This in other words mean that

Comedy or news = 50%

Percentage that chose others

Here, we have

Comedy = 18%

From the chart, we have

Others = 1/3 of Comedy

This means that

Others = 1/3 * 18%

So, we have

Others = 6%

Hence, the percentage is 6%

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Answer: 12-(15/3)-3 = 4

Step-by-step explanation:

12-(15/3)-3 = 4

Step-by-step explanation:

10 that's what my teacher told me

Based on a scale factor of 5:1 of the current measurement of the Thanksgiving invitations, the new measurement will be 1.8 in. x 1.6 in.

The scale factor refers to the ratio of an original object or measurement and a new object.

The scale factor can refer to a larger or smaller representation of the original measurement.  This implies that we can scale the original measurement down or up.

Current measurement = 9 in. X 8 in.

Scale factor = 5:1

= 20% (1/5 x 100)

Thus, the invitations designed with a current sizing of 9 in. x 8 in. can be scaled down with a scale factor of 5:1 to 1.8 in x 1.6 in.

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Option A. The only graph that could represent the function with the zeros of -2 and 4 is the graph is : A parabola declines from (negative 3 point 1, 10) through (negative 3, 8), (negative 2, 0), (negative 1, negative 4), (1, negative) and rises through (2, negative 8), (3, negative 4), (4, 0), (5, negative 6), and (5 point 5, 10).

The zeros of a quadratic function are the x-values where the function equals zero (where it crosses the x-axis). In this case, you mentioned that the zeros of the function are -2 and 4.

Looking at the provided options:

A. This graph crosses the x-axis at (-2, 0) and (4, 0), which are indeed the zeros of the function. Therefore, this could be a possible representation of the function.

B. This graph crosses the x-axis at (-4, 0) and (2, 0). These are not the zeros given for the function (-2 and 4), so this graph is not a possible representation of the function.

C. This graph crosses the x-axis at (-4, 0), but it never crosses at x=4. Instead, it crosses at x=2. Therefore, this is not a possible representation of the function.

D. This graph crosses the x-axis at (2, 0), but does not cross the x-axis at x=-2. Therefore, this is not a possible representation of the function.

So, the only graph that could represent the function with the zeros of -2 and 4 is the graph provided in Option A.

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Answer:

14

Step-by-step explanation:

If you add 2/5 of 30 (12) to 1/6 of 30 (5) you get 16. You then subtract 30-16! I hope this helps, and have a great day!

Answer:

All parallelograms are rectangles.

Answer:

x = 23

Step-by-step explanation:

60°=x+14

60+14=84=X

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\(y = - \frac{1}{3} x + 2 \\ \)

Multiply sides by 3

\(3y = - x + 6\)

Add sides x

\(x + 3y = 6\)

Done...

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he two numbers that multiply to -35 and add to get -18 are -5 and 3.

To see why, you can use the factoring method. First, find two numbers that multiply to give you -35. The factors of -35 are -1, 1, -5, and 5. So, the two numbers that multiply to -35 are either -5 and 7 or 5 and -7.

Next, find which pair of numbers adds up to -18. It's clear that 5 and -7 add up to -2, so they don't work. However, if we choose -5 and 3, we get:

-5 + 3 = -2

So, -5 and 3 are the two numbers that multiply to -35 and add to -18.

Answer:

It has two solutions

Explanation :

This is a quadritic equation it has two solutions the first is to find the value of x and the second the value of y.

Stops means height is 0 then

So

Total stops on both:-

The graph will reach horizontal axis 5times

Answer:

\(y=\frac{1}{6}x+\frac{2}{3}\)

Step-by-step explanation:

(8,2) (2,1)

First, you will need to find the gradient (or the m value in \(y=mx+b\))

\(m=\frac{y2-y1}{x2-x1}\)

y2=1

y1=2

x2=2

x1=8

Now we can plug in these values to get the m value.

\(m=\frac{1-2}{2-8}\)

Because the numerator and the denoinator will be negative, we needed to divide them to get a positive fraction.

\(m=\frac{-1}{-6} \\m=\frac{1}{6}\)

Now we need to find the line of the equation using the following equation:

\(y-y1=m(x-x1)\)

Now plug in the values using x1 and y1.

\(y-2=\frac{1}{6} (x-8)\)

We can use the distributive property to distribute the \(\frac{1}{6}\).

\(y-2=\frac{1}{6}x-\frac{4}{3}\)

Lastly, we can add 2 to both sides to cancel out the -2 on the left to give us our equation.

\(y=\frac{1}{6}x+\frac{2}{3}\)

Answer:

no im pretty sure the answer is 128

Step-by-step explanation:

it took the teacher 2 minutes to grade each test so if you multiply 64x2 you get 128.

Answer:

There is no specific formula for doing implicit differentiation. Instead, we just differentiate the function on both sides without ignoring the chain rule and solving the resultant equation for dy/dx. Wherever we differentiate something with y, just multiply the derivative by dy/dx also.

Step-by-step explanation:

There is no specific formula for doing implicit differentiation. Instead, we just differentiate the function on both sides without ignoring the chain rule and solving the resultant equation for dy/dx. Wherever we differentiate something with y, just multiply the derivative by dy/dx also.

Answer:

-6

Step-by-step explanation:

x^3 = -6*36 = -6*6*6 = (-6) * (-6) * (-6) = (-6)^3

so x = -6

We can see here that the total weight of candy in a 5/6 pound bag site is 377 grams.

Weight is a measure of the force exerted by gravity on an object. It is the measure of how heavy an object is. Weight is typically expressed in units such as pounds or kilograms. The weight of an object can vary depending on the gravitational force acting on it.

There are 16 ounces in a pound.

Thus, a 5/6 pound bag of candy weighs

5/6 × 16 = 13.3 ounces.

If you want to know the weight in grams, 13.3 ounces is equal to 377 grams.

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Answer:

-15

Step-by-step explanation:

When functions are "nested" like this (nested is not a math word; the mathy word is composed or composition) you need to start all the way on the inside.

f(g(-3))

means find g(-3) first, then put that answer into f.

g(x) = x - 7

g(-3) = -3 - 7

g(-3) = -10

We found g(-3) is -10, so now put -10 into f.

f(x) = 2x + 5

f(-10) = 2(-10) + 5

= -20 + 5

= -15

Answer:

x = 31°

Step-by-step explanation:

the sum of the 3 angles in a triangle = 180° , that is

x + 54° + 95° = 180°

x + 149° = 180° ( subtract 149° from both sides )

x = 31°

As Ashima has a lower opportunity cost of producing squash than Loc (1 pound of maize versus 3 pounds of maize), she has a comparative advantage in the production of squash.

What exactly is opportunity cost?

Opportunity cost is the value of the best alternative forgone when making a decision. In other words, it is the cost of choosing one option over another, measured in terms of the benefits lost from not choosing the next best alternative.

Now,

Loc has an absolute advantage in the production of maize because he can produce 6 pounds of maize per acre, whereas Ashima can only produce 4 pounds of maize per acre. Similarly, Ashima has an absolute advantage in the production of squash because she can produce 4 pounds of squash per acre, whereas Loc can only produce 2 pounds of squash per acre.

To find the opportunity cost of producing 1 pound of squash for each farmer, we need to calculate the amount of maize they would have to give up to produce that 1 pound of squash. For Loc, the opportunity cost of producing 1 pound of squash is 3/1 = 3 pounds of maize, since he can produce 6 pounds of maize per acre and only 2 pounds of squash per acre. For Ashima, the opportunity cost of producing 1 pound of squash is 1/1 = 1 pound of maize, since she can produce 4 pounds of both maize and squash per acre.

Since Ashima has a lower opportunity cost of producing squash than Loc (1 pound of maize versus 3 pounds of maize), she has a comparative advantage in the production of squash. Conversely, since Loc has a lower opportunity cost of producing maize than Ashima (1/3 pound of squash versus 1 pound of squash), he has a comparative advantage in the production of maize.

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Answer:

1,208.92613

Step-by-step explanation:

this is the answer

The side AC corresponds to the side AC in the other triangle and the length of BC is 15 units

For two triangles to be similar, the corresponding sides of the triangles must be in proportion

Having said  that

The side AC corresponds to the side AC in the other triangle

The length BC is calculated as

BC/9 = 25/15

Express as products

So, we have

BC = 9 * 25/15

Evaluate the products

BC = 15

Hence, the length of BC is 15 units

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The equation of a line that passes through points (2,5) and (4,3) is

y = -x+7.

Finding the equation of a line:

First, we need to find out the slope for the given points.

(X1,Y1) = (2,5)

(X2,Y2) = (4,3)

formula for slope(m) = \(\frac{Y2 - Y1}{X2 - X1}\)

substitute the points in the above formula

\(\frac{3 - 5}{4 - 2}\) = \(\frac{-2}{2}\)

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

slope for the given points(m) = -1.

m = -1

The equation of a line is y-y1 = m(x-x1), where x and y are variables.

substituting the values in the above equation then :

y-5 = -1(x-2)

y-5 = -x+2

y+x = 2+5

x+y = 7

y = -x+7

Therefore, the equation of the line passing through the points (2,5) and (4,3) is y = -x+7

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The sum of the two matrices will be \(A+B = \left[\begin{array}{ccc}-1&-13&7\\5&-14&0\\7&1&4\end{array}\right]\). The correct option is A.

A matrix, which is used to represent a mathematical object or an attribute of one, is a rectangular array or table containing numbers, symbols, or expressions that are organized in rows and columns.

The given matrices are:-

\(A = \left[\begin{array}{ccc}7&-6&2\\6&-5&-7\\2&-8&8\end{array}\right]\)

\(B = \left[\begin{array}{ccc}-8&-7&5\\-1&-9&7\\-5&9&-4\end{array}\right]\)

The sum of the matrix will be:-

\(A+B = \left[\begin{array}{ccc}(7-8)&(-6-7)&(2+5)\\(6-1)&(-5-9)&(-7+7)\\(2+5)&(-8+9)&(8-4)\end{array}\right]\)

\(A+B = \left[\begin{array}{ccc}-1&-13&7\\5&-14&0\\7&1&4\end{array}\right]\).

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The answer to all parts is shown below.

1. The most useful statistical instrument to be used with a big number of respondents is a survey questionnaire.

This allows researchers to collect data from a large sample size efficiently and in a standardized manner, ensuring that all respondents are asked the same questions in the same order. Online surveys are particularly useful as they can reach a wider audience and allow for easy data analysis.

2. The process you are referring to is called "expert interviews".

3. This is an example of a survey question that measures a respondent's preference.

4. The changes in characteristics, behavior, and attitudes of the people observed are the focus of observation.

5. Open-ended question.

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