What is the slope of the line?

In terms of measures of spread, Group B has a wider IQR than Group A

The comparative dot plots show the points scored in a game by two groups, Group A and Group B. Both groups have a similar spread, with most of the dots clustered around the middle of the distribution. However, there are some differences in the tails of the distribution that affect the measures of spread.

For Group A, the lowest score is 41, and the highest score is 50. The interquartile range (IQR), which is the range containing 50% of the scores, is approximately from 45 to 48. The range, which is the difference between the highest and lowest scores, is 9.

For Group B, the lowest score is 41, and the highest score is 50. The interquartile range (IQR) is approximately from 43 to 49. The range is also 9.

This indicates that Group B has a more variable distribution of scores within the middle 50% of the distribution, indicating a more variable distribution of scores within the middle.

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Answer:

2520

Step-by-step explanation:

There are 7 letters in MCHNLRN and they can be arranged into 7 ways:

7! = 5040 ways in total

However, the letter 'N' is repeated so we have to divide it by 2.

5040 ÷ 2 = 2520 ways

Answer:

2,520 ways

Step-by-step explanation:

MCHNLRN has 7 letters with one repetition.

therefore, =7!/2!

=2,520 ways

A regression through the origin is a linear regression model where the intercept time period is assumed to be 0, meaning the regression line passes through the starting place.

This version is also referred to as zero-intercept regression or homogeneous regression.

It's far frequently used whilst there's a theoretical foundation to agree with that the relationship among the dependent and unbiased variable passes via the foundation or whilst the information propose that the intercept ought to be 0.

The slope coefficient represents the change within the structured variable for a one-unit increase inside the unbiased variable.

However, this kind of regression may not be appropriate in all cases, and a general linear regression version with an intercept term can be greater suitable.

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Answer:

  x = 1

Step-by-step explanation:

You want to know the value of x in the trapezoid with adjacent angles (43x+2)° and 135°.

The two marked angles can be considered "consecutive interior angles" where a transversal crosses parallel lines. As such, they are supplementary.

  (43x +2)° +135° = 180°

  43x = 43 . . . . . . . . . . . . . . divide by °, subtract 137

  x = 1 . . . . . . . . . . . . . . . divide by 43

The value of x is 1.

__

Additional comment

Given that the figure is a trapezoid, we have to assume that the top and bottom horizontal lines are the parallel bases.

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Step-by-step explanation:

50 tries experimentalprobabilities:

open :  2/50 = 1/25

closed  6/50 = 3/25

side :   42/50 = 21/25

Answer:

Open Side Up: 2/50 = 1/25 = 4%

Closed Side Up: 6/50 = 3/25 = 12%

Landing on Side: 42/50 = 21/25 = 84%

Therefore, the quotient when x³ - x² - 3x + 2 is divided by x - 2 is x² - 2x - 5 with a remainder of -3.

To find the quotient when x³ - x² - 3x + 2 is divided by x - 2, we will use the long division method. Here is the solution:  

Step 1: The first term of the quotient is x². Multiply x² by x - 2 to get x³ - 2x². Subtract this product from x³ - x² to get: x² - 3x² = -2x²

Step 2: Bring down the next term of the dividend, which is -3x. The new dividend is -2x² - 3x.

Step 3: The second term of the quotient is -2x. Multiply -2x by x - 2 to get -2x² + 4x. Subtract this product from -2x² - 3x to get -5x.

Step 4: Bring down the last term of the dividend, which is +2. The new dividend is -5x + 2. Step 5: The third term of the quotient is -5. Multiply -5 by x - 2 to get -5x + 10. Subtract this product from -5x + 2 to get -3.

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Answer: 15%

Step-by-step explanation:

From the question, we are informed that a survey results of a middle school shows that 3/20 of the students played football.

The percentage of the students that play football in this schools would be calculated as multiplying the fraction by 100. This will be:

= 3/20 × 100

= 3 × 5

= 15%

Answer:

The question isn't clear. Can you provide more information or context? What is A? Is it a set or a number? Without this information, I can't provide a meaningful answer.

TJohn's age is approximately 23.33 years, and Sharon's age is approximately 93.33 years.

And the correct graph is D.

To represent the given problem as a system of equations, we can use the following information:

John is 70 years younger than Sharon: j = s - 70

Sharon is 4 times as old as John: s = 4j

Let's plot the graph for this system of equations:

First, let's solve equation (2) for s:

s = 4j

Now substitute this value of s in equation (1):

j = s - 70

j = 4j - 70

3j = 70

j = 70/3

Substitute the value of j back into equation (2) to find s:

s = 4j

s = 4(70/3)

s = 280/3

The solution to the system of equations is j = 70/3 and s = 280/3

In the graph d, the solution to the system of equations is represented by the point (70/3, 280/3), which is approximately (23.33, 93.33) on the graph.

Therefore, John's age is approximately 23.33 years, and Sharon's age is approximately 93.33 years.

And the correct graph is D.

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For the point-slope equation, we need the y-intercept and the slope of the line

From the graph, we can see that the y-intercept of the given line is '3'

To find the slope, we will take the line of the graph from (-2,0) to (0,3)

in between these points, we can see that the rise = 3 and the run = 2

Slope  = rise / run

Slope  = 3/2

Now making the point-slope equation

the general form of these equations is :

y = mx + b (where m is the slope and b is the y-intercept)

Therefore the equation is

y = (3x/2) + 3

Answer:

\(\displaystyle x=-\frac{9}{2},\:x=-4\)

Step-by-step explanation:

\(\displaystyle \frac{2}{x+6}-\frac{1}{x+3}=2\\\\\frac{2(x+3)}{(x+6)(x+3)}-\frac{(x+6)}{(x+6)(x+3)}=2\\ \\\frac{(2x+6)-(x+6)}{(x+6)(x+3)}=2\\ \\\frac{x}{(x+6)(x+3)}=2\\ \\x=2(x+6)(x+3)\\\\x=2(x^2+9x+18)\\\\x=2x^2+18x+36\\\\0=2x^2+17x+36\)

\(\displaystyle x=\frac{-b\pm\sqrt{b^2-4ac}}{2a}\\\\x=\frac{-17\pm\sqrt{(17)^2-4(2)(36)}}{2(2)}\\\\x=\frac{-17\pm\sqrt{289-288}}{4}\\\\x=\frac{-17\pm\sqrt{1}}{4}\\\\x=\frac{-17\pm1}{4}\\ \\x_1=\frac{-18}{4}=-\frac{9}{2},\: x_2=\frac{-16}{4}=-4\)

The word that best describes line segment ID in the image given showing a circle is: a chord.

A chord can simply be described as a line segment in a circle that connects two points on the circumference of a circle to each other.

The largest chord in a circle is a the diameter. A circle can have as many chords as possible.

Considering the image given above, ID is a line segment which connects points I and D which are on the circumference of the circle together. Therefore, ID can best be described as a chord.

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Answer:

11.11%

Step-by-step explanation:

the increased price = 20-18 = $2

the percentage increased = 2/18 ×100%

= 11.11%

Answer: Percent increase = 11.11%

Concept:

Here, we need to know how to find the percentage of increase.

Percent increase is a measure of percent change, which is the extent to which something gains value.

Percent increase = [(final value - initial value) / initial value] × 100%

Solve:

Given information

Initial value = $18

Final value = $20

Given expression

Percent increase = [(final value - initial value) / initial value] × 100%

Substitute values into the expression

Percent increase = [(20 - 18) / 18] × 100%

Simplify values in the parentheses

Percent increase = [2 / 18] × 100%

SImplify by multiplication

Percent increase = 11.11 % (Rounded to the hundredth place)

Hope this helps!! :)

Please let me know if you have any questions

Answer:

A. 1 + 3x = -89

B. x = -30

Step-by-step explanation:

Let the unknown variable be x.

A. Translating the word problem into an algebraic expression, we have;

1 + 3x = -89

B. To solve for the unknown variable;

1 + 3x = -89

3x = -89 -1

3x = -90

x = -90/3

x = -30

Check:

1 + 3x = -89

Substituting the value of x;

1 + 3(-30) = -89

1 + (-90) = -89

1 - 90 = -89

-89 = -89

Inequalities are used to show the relationship between unequal expressions

The following should be notated when plotting the graph of an inequality

So, we have:

\((a)\ -8 < x\)

Rewrite as:

\(x > -8\)

The graph of \(x > -8\) will point to the right, and it will use an open circle

\((b)\ -6 > x \ge -2\)

Split the inequality:

\(-6 > x\) and \(x \ge -2\)

It is not possible for -6 to be less than x and at the same time, x is greater than or equal to -2.

Hence. \(-6 > x \ge -2\) cannot be represented on a graph

\((c)\ -4 <x \ge 6\)

Split the inequality:

\(-4 < x\) and \(x \ge 6\)

\(-4 < x\) means that -4 is less than x or x is greater than -4.

So, we have:

\(x > -4\) and \(x \ge 6\)

If \(x > -4\) and \(x \ge 6\), then we make use of \(x > -4\) because it contains more values of x.

The graph of \(x > -4\) will point to the right, and it will use an open circle

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The slope intercept form of the given equation is,

y = 5x - 1/4

Given an equation of a line as,

5x - y = 1/4

We have to write the equation of the line in slope intercept form.

Equation of the line in slope intercept form is,

y = mx + c

Here m is the slope and c is the y intercept.

Rearranging the given equation,

5x = y + 1/4

5x - 1/4 = y

or,

y = 5x - 1/4

Hence the slope intercept form is y = 5x - 1/4.

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Answer:

0-4: Make it 2 units tall

5-9: Make it 5 units tall

10-14: Make it 1 unit tall

15-19: Make it 4 units tall

20-24: Make it 4 units tall

Step-by-step explanation:

0-4: 2, 2 (2 numbers)

5-9: 6, 7, 7, 8, 9 (5 numbers)

10-14: 14 (1 number)

15-19: 15, 16, 16, 18 (4 numbers)

20-24: 21, 23, 23, 24 (4 numbers)

By rewriting the 3 given systems, we will see that:

1) Independent and consistent.

2) Independent and inconsistent.

3) Dependent.

Let's analyze each system.

Let's look at the first one, we can rewrite it as:

y = 2x + 3

y = -x - 3

So, the slopes are different, meaning that we have one solution, so this system is consistent and independent.

Now let's look at the second system, we can rewrite it as:

y = 3x - 2

y = 3x + 2

Here both lines have the same slope, so the lines never do intersect, meaning that the system is inconsistent and independent.

For the final system, we have:

y = (-1/2)*x + 2

y = (-1/2)*x + 2

So, we have two equal lines, so this system is dependent.

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The total number of coins that were in Kay's bank are 137 coins.

In order to determine the number of dimes and nickels, we would assign a variables to the unknown numbers and then translate the word problem into algebraic equation as follows:

Since she has 11 less dimes than nickels, an equation which models this situation is given by;

n = d + 11     ....equation 1.

Note: 1 nickel is equal to 0.05 dollar and 1 dime is equal to 0.1 dollar.

Additionally, the coins are worth 10 dollars;

0.1d + 0.05n = 10 ....equation 2.

By solving both equations simultaneously, we have:

0.1d + 0.05(d + 11) = 10

0.1d + 0.05d + 0.55 = 10

0.15d = 9.45

d = 63 dimes.

For nickels, we have:

n = d + 11

n = 63 + 11

n = 74

Now, we can determine the total number of coins;

Total number of coins = n + d

Total number of coins = 74 + 63

Total number of coins = 137 coins.

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Answer:

1/2

Step-by-step explanation:

35+50+15 = 100

probability of the dance song = 50/100 = 1/2

Answer:50%

Step-by-step explanation:

35+15+50=100

50 divided by 100 is 0.5 or you can do it as a fraction and get 50/100

Answer:

120 degrees

Step-by-step explanation:

Rsm right?

Answer:

9ft 3in!

45"+34"+32"=111

111/12=9.25

9×12=108

111-108=3"

The expression becomes: p^(1/2) = p^(1/2 * 1) = p^(1/2) Now we can simplify p^(1/2) as p^1/2 which equals the square root of p.

The property of exponents that must be applied to the expression p^(1/2) to derive p as the result is the Power of a Power Property.

The Power of a Power Property states that when a power is raised to another power, the exponents are multiplied.

For instance, consider the expression p^(1/2). We can apply the Power of a Power Property to this expression as follows: p^(1/2) = (p^(1/2))^1 By applying the Power of a Power Property, the exponent (1/2) is multiplied by the exponent 1, giving a result of 1/2.

Therefore, the expression becomes: p^(1/2) = p^(1/2 * 1) = p^(1/2)Now we can simplify p^(1/2) as p^1/2 which equals the square root of p.

So we have derived p as the result using the Power of a Power Property.

In summary, we must apply the Power of a Power Property to the expression p^(1/2) to derive p as the result.

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Answer:

Step-by-step explanation:

STEPS FOR SOLVING LINEAR EQUATION

3y=4x+1

Swap sides so that all variable terms are on the left hand side.

4x+1=3y

Subtract 1 from both sides.

4x=3y−1

Divide both sides by 4.

4

4x

​

=  

4

3y−1

​

Dividing by 4 undoes the multiplication by 4.

x=  

4

3y−1

​

Answer:

b,c

Step-by-step explanation:

b is written  in the written form properly and  is is extended using the right place values

Answer:

Step-by-step explanation:

The number of boxes of pies that the Chess Club must sell to reach their goal of $150 can be represented by the variable x. We can create the following equation to represent this relationship:

1.25x + 16.25 = 150

To find the number of boxes of pies that the Chess Club must sell, we can solve this equation by subtracting 16.25 from both sides and then dividing both sides by 1.25:

1.25x = 150 - 16.25

1.25x = 133.75

x = 133.75 / 1.25

x = 107.

Therefore, the Chess Club must sell 107 more boxes of pies to reach their goal of $150.

Answer:

S₂₇ = 1188

Step-by-step explanation:

using the given formula for \(S_{n}\) , that is

\(S_{n}\) = \(\frac{n}{2}\) (a₁ + \(a_{n}\) )

with a₁ = 5 and \(a_{n}\) = a₂₇ = 83 , then

S₂₇ = \(\frac{27}{2}\) (5 + 83) = 13.5 × 88 = 1188

Answer:

f(x)=-8x-6 : -6=y-8x

f(x)=x-9 : -9=y-x

Step-by-step explanation:

f(x)=-8x-6 : -6=y-8x

f(x)=x-9 : -9=y-x