write an equation of the line that passes through (5, 2) and is parallel to the line y = -x + 6

show work <3

Answer:

BE = 2.5

Step-by-step explanation:

find the midpoint of AD

\((\frac{0+4}{2},\frac{2+7}{2})\\(2,4.5)\\BE=2.5\)

Using variable concepts, it is found that the independent variable in this experiment is the measurement in inches.

In this problem:

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\( \fbox{(2,5)}\)

Hello, substitute all the given coordinates & see if RHS match with LHS

given equation,

y = 4x-3

First coordinate,

(x,y) = (2,5)

5= 4×2-3

5=5

Hence, first solution satisfies the given equation,

let's solve for rest other cordinates,

second coordinate,

(x,y) = (5,5)

5= 4×5-3

5 ≠ 17

does not satisfy,

third coordinate,

(x,y) = (4,5)

5= 4×4-3

5 ≠ 13

does not satisfy,

fourth coordinate,

(x,y) = (4,5)

5 = 4×3-3

5 ≠ 9

does not satisfy.

Hence the correct answer is (2,5)

\( \sf \small Thanks \: for \: joining \: brainly \: community! \)

Answer: BBBBBB

Step-by-step explanation:

The correct option is,

"Yes because all the elements of set R are in set A"

A relation between a set of inputs having one output each is called a function. and an expression, rule, or law that defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

Given the following sets;

U = {x | x is a real number}

A = {x | x is an odd integer}

R = {x | x = 3, 7, 11, 27}

Hence, The elements of the set A are,

⇒ A = {1, 3, 5, 7, 9, 11...}

R ⊂ A can be interpreted as R is a subset of A

i.e all the elements of R can be found in A.

Since, all the elements of R are all odd integers and can be fi=ound in A, hence R ⊂ A is TRUE.

The correct option is "Yes because all the elements of set R are in set A"

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the given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x.

HOW TO SOLVE THE QUESTION?

The given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x. In a proportional relationship, when one variable increases or decreases, the other variable changes in direct proportion to it. However, in this equation, the output variable y increases at a non-linear rate as the input variable x increases.

A proportional relationship between two variables is characterized by a constant ratio between the two variables, which means that if one variable is doubled, the other variable is also doubled. In this case, the coefficient of x² is not a constant value, which indicates that the ratio between y and x² is not constant. Therefore, the given situation is not proportional.

Furthermore, a non-proportional relationship between two variables may exhibit a curved or nonlinear relationship between the variables, as in the case of this equation where y increases at an increasing rate as x increases. Therefore, the given situation can be categorized as non-proportional.

In conclusion, the given equation y = 2.81x² represents a non-proportional situation because the output variable y is not directly proportional to the input variable x.

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Answer:

Do you have a picture so I can see the unknown side?

Step-by-step explanation:

4x-24y....

4x-24y....

Answer:

36ml

Step-by-step explanation:

volume = A×h

here A = base area

A = 4cm × 3cm = 12cm²

h= 3cm

volume = A× h= 12cm²× 3cm = 36cm³

36cm³ can hold 36 ml of water.

Correct statements are:

a) A square can be thought of as a special rectangle.

d) Squares, rectangles, and parallelograms are all quadrilaterals.

e) A square is also a parallelogram.

Incorrect statements are:

b) A rectangle cannot be thought of as a special parallelogram. A rectangle is a special type of quadrilateral, but it does not have the same properties as a parallelogram.

c) A square cannot be thought of as a special rhombus. While a square is a special type of rhombus, not all rhombuses are squares.

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Answer:

75

Step-by-step explanation:

blue : brown : green : hazel

37    :     62    :    13      :   15

37 + 62 + 13 + 15 = 127

hazel (15 ) + blue (37) = 52

127 - 52 = 75

The probability is 75/ 127

The values of a and b that make the piecewise defined function f(x) = 3x + 4, for x < -3, and f(x) = 2x^2 + ax + b, for x > -3, both continuous and differentiable everywhere are a = 6 and b = 9.

To ensure that the piecewise defined function is continuous at the point where x = -3, we need the left-hand limit and right-hand limit to be equal. The left-hand limit is given by the expression 3x + 4 as x approaches -3, which evaluates to 3(-3) + 4 = -5.

On the right-hand side of the function, when x > -3, we have the expression 2x^2 + ax + b. To find the value of a, we need the derivative of this expression to be continuous at x = -3. Taking the derivative, we get 4x + a. Evaluating it at x = -3, we have 4(-3) + a = -12 + a. To make this expression continuous, a must be equal to 6.

Next, we find the value of b by considering the right-hand limit of the piecewise function as x approaches -3. Substituting x = -3 into the expression 2x^2 + ax + b, we get 2(-3)^2 + 6(-3) + b = 18 - 18 + b = b. To make the function continuous, b must equal 9.

Therefore, the values of a and b that make the piecewise defined function both continuous and differentiable everywhere are a = 6 and b = 9.

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Answer:

tan Q=15/8.................

Answer:

50

Step-by-step explanation:

180-130=50

Supplementary angles mean either of two angles whose sum is 180°

Answer:

B.

Step-by-step explanation:

We answer that before thank you

Answer:

?????????

Step-by-step explanation:

?????????

Answer:

x = 3/2; x = -1/2

Step-by-step explanation:

6x² - x - 2 = 0

⇔ 6x² - 4x + 3x - 2 = 0

⇔ (6x² - 4x) + (3x - 2) = 0

⇔ 2x(3x - 2) + (3x - 2) = 0

⇔ (3x - 2)(2x + 1) = 0

⇔\(\left \{ {{3x - 2=0} \atop {2x + 1=0}} \right.\)

⇔\(\left \{ {{3x=2} \atop {2x=-1}} \right.\)

⇔\(\left \{ {{x=2/3} \atop {x=-1/2}} \right.\)

Solution: A scatter plot is made to model the number of calories in different portions of fish sticks. The data used for the scatter plot are shown in the table below:

Number of portions

5 3 8 6 1 4

Number of calories

250 150 400 300 50 200

What does the slope of the model represent?

Answer: The number of calories in each portion of fish sticks

Answer:

The number of calories in each portion of fish sticks

Step-by-step explanation:

Hope this helps! God bless :)

Answer: The answer would be A or $1

Step-by-step explanation:

$9 x 3 = $27 adult Wilson tickets          $9 x 2 = $18 adult Jackson tickets

$5 x 4 = $20 student Wilson tickets     $5 x 6 = $30 student Jackson tickets

$20 + $27 = $47 Wilson tickets            $18 + $30 = $48 Jackson tickets

                                          $48 - $47 = $1

Answer:

a. $1

Step-by-step explanation:

To find the difference, calculate how much each family spent on tickets and then subtract the lower number from the higher number. I’ll start with the Wilson’s.

First, multiply the cost of the tickets by how many they bought.

$9*3 adult tickets=$27

$5*4 student tickets=$20

Then, add the values together to find the total cost.

$27+$20=$47

Now, let’s do the same for the Jackson’s.

$9*2 adult tickets=$18

$5*6 student tickets=$30

$18+$30=$48

Finally, subtract the Jackson’s total cost from the Wilson’s.

$48-$47=$1

The difference is $1.

The perpendicular line is

x = 4

Parameters:

Line: y = -3

Point: (4, -6)

If two lines are perpendicular, then the slope of one is the negative reciprocal of the slope of the other.

The slope of the line:

y = -3

is zero

The negative reciprocal of 0 is -1/0, which is undefined.

Hence, we say the perpendicular line is:

x = k

Where k is any real number.

Examples of the perpendicular lines are:

x = 1, x = 2, x = 1/2, etc

Now, given the point (4, -6), we put x = 4 in the line x = k, so that

k = 4.

Therefore, the required perpendicular line is:

x = 4

Graph:

The graph of y = -3 is a horizontal straight line that cuts through -3 on the y-axis

The graph of x = 4 is a vertical straight line that cuts through 4 on the y-axis.

Answer:

A

Step-by-step explanation:

36 divided by 4 is 9 than you multiple that by 3 which is 27.

Answer:

BRAINLIEST PLEASE!!!!!!!!!

Step-by-step explanation:

The units digit of a number raised to a power depends on the units digit of the base number and the value of the exponent. The units digit of 6543 is 3. The last digit of powers of 3 repeat in a cycle of numbers – 9, 7, 1 & 3. Since 8901 is one more than a multiple of 4 (8900), the units digit of 6543^8901 is the same as the units digit of 3^1, which is 3.

Answer:

g= 6

j = 2

r= 4

Step-by-step explanation:

Gummy bears = $1.50 per pound

Jelly beans = $1.00 per pound

Runt = $1.00 per pound

Total cost of the mixture = $15.00

Let

g = quantity of gummy bears

j = quantity of jelly beans

r = quantity of runts

g + j + r=12 (1)

1.5g + 1.0j + 1.0r = 15 (2)

three times as many gummy bears as jelly beans.

g=3j

Substitute g=3j into 1

g + j + r = 12

3j + j + r =12

4j + r =12 (3)

Substitute g=3j into 2

1.5g + 1.0j + 1.0r = 15

1.5(3j) + 1.0j + 1.0r =15

4.5j + 1.0j + 1.0r = 15

5.5j + 1.0r =15 (4)

4j + r =12 (3)

5.5j + 1.0r =15 (4)

Subtract (3) from (4)

5.5j - 4j = 15-12

1.5j = 3

Divide both sides by 1.5

j = 3/1.5

= 2

j = 2

Substitute j = 2 into (3)

4j + r =12

4(2) + r =12

8 + r = 12

r= 12-8

r= 4

Substitute j=2 and r= 4 into (1)

g + j + r=12

g + 2 + 4 = 12

g + 6 = 12

g = 12-6

=6

g=6

g= 6

j = 2

r= 4

The type of sampling described, where the researchers intentionally select a sample with 50% straight and 50% LGBTQ+ respondents, is known as "disproportionate stratified sampling."

A. Disproportionate stratified sampling involves dividing the population into different groups (strata) based on certain characteristics and then intentionally selecting a different proportion of individuals from each group. In this case, the researchers are dividing the population based on sexual orientation (straight and LGBTQ+) and selecting an equal proportion from each group.

B. Availability sampling (also known as convenience sampling) refers to selecting individuals who are readily available or convenient for the researcher. This type of sampling does not guarantee representative or unbiased results and may introduce bias into the study.

C. Snowball sampling involves starting with a small number of participants who meet certain criteria and then asking them to refer other potential participants who also meet the criteria. This sampling method is often used when the target population is difficult to reach or identify, such as in hidden or marginalized communities.

D. Simple random sampling involves randomly selecting individuals from the population without any specific stratification or deliberate imbalance. Each individual in the population has an equal chance of being selected.

Given the description provided, the sampling method of intentionally selecting 50% straight and 50% LGBTQ+ respondents represents disproportionate stratified sampling.

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The set of odd integers is expressed as {x|x is an odd integer} in Set-builder notation. The correct answer is option "B".

Set-builder notation is used to write sets in the form of an equation in which we can express a set using a condition that a variable x can take. We represent such notation using curly braces { }, which indicate the set.

What are odd integers?

An odd integer is an integer that is not divisible by 2. It is one of the two main types of integers, the other being even. Odd integers can be expressed as 1, 3, 5, 7, 9, 11, etc.

Note that 0 is an even number.

Set-builder notation helps in writing sets in a very easy and convenient manner. The basic form of set builder notation is {x | P(x)} in which x is the variable of the set and P(x) is the condition for including x in the set.

For example, the set of all even natural numbers can be written as {x | x is an even natural number} or {x | x is an integer and x is divisible by 2}.

Therefore, the set of odd integers is expressed as {x|x is an odd integer} in Set-builder notation. Therefore, the correct answer is option B.

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(a). The above context-free grammar (CFG) generates the language that has at least five "a's" and any combination of "b's".

(b). The above CFG generates the language {a¹b³c¹|i, j, k ≥ 0 and i =jor i = k}.

(c).  it is ambiguous.

(a). Context-free grammar for L₁ = {w = {a, b}*w contains at least five as}:

S → aaaaaA | aaaaS | bS | aA | bA | ε

A → aA | bAb → bB | ε

B → bB | aB | ε

The above CFG generates the language that has at least five "a's" and any combination of "b's".

(b). Context-free grammar for L₂ = {a¹b³c¹|i, j, k ≥ 0 and i =jor i = k}:

S → AbC | AcB | BCa | CBa

A → aA | ε

B → bBb

B → bBbBbBb

C → cC | ε

C → cC | ε

The above CFG generates the language {a¹b³c¹|i, j, k ≥ 0 and i =jor i = k}.

(c). Yes, the language for b) is inherently ambiguous. It is because there are two variables A and B in the grammar, so the string can be generated in two ways. Thus, it is ambiguous.

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Using the normal distribution and the central limit theorem, it is found that:

a) There is a 0.3409 = 34.09% probability that a single student randomly chosen from all those taking the test scores 21 or higher.

b) The mean is the population mean of \(\mu = 5.9\), while considering the sample of n = 50, the standard deviation is of \(s = \frac{5.9}{\sqrt{50}} = 0.8344\). Since the sample size is greater than 30, these results do not depend on the fact that individual scores have a Normal Distribution.

c) There is a 0.002 = 0.20% probability that the mean score x of these students is 21 or higher.

In a normal distribution with mean \(\mu\) and standard deviation \(\sigma\), the z-score of a measure X is given by:

\(Z = \frac{X - \mu}{\sigma}\)

In this problem:

Item a:

The probability is 1 subtracted by the p-value of Z when X = 21, hence:

\(Z = \frac{X - \mu}{\sigma}\)

\(Z = \frac{21 - 18.6}{5.9}\)

\(Z = 0.41\)

\(Z = 0.41\) has a p-value of 0.6591.

1 - 0.6591 = 0.3409.

There is a 0.3409 = 34.09% probability that a single student randomly chosen from all those taking the test scores 21 or higher.

Item b:

The mean is the population mean of \(\mu = 5.9\), while considering the sample of n = 50, the standard deviation is of \(s = \frac{5.9}{\sqrt{50}} = 0.8344\). Since the sample size is greater than 30, these results do not depend on the fact that individual scores have a Normal Distribution.

Item c:

\(Z = \frac{X - \mu}{\sigma}\)

By the Central Limit Theorem:

\(Z = \frac{X - \mu}{s}\)

\(Z = \frac{21 - 18.6}{0.8344}\)

\(Z = 2.88\)

\(Z = 2.88\) has a p-value of 0.998.

1 - 0.998 = 0.002

There is a 0.002 = 0.20% probability that the mean score x of these students is 21 or higher.

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The final cost of the item after a 35% discount and 9.8% sales tax is $53.54.

The given problem is related to percentage discounts and sales tax and can be solved using the following steps:

Step 1: Firstly, we need to determine the discount amount, which is 35% of the original price. Let's calculate it. Discount = 35% of the original price = 0.35 x $75 = $26.25

Step 2: Now, we will calculate the new price after the discount by subtracting the discount amount from the original price.New Price = Original Price - Discount AmountNew Price = $75 - $26.25 = $48.75

Step 3: Next, we need to calculate the amount of sales tax. Sales Tax = 9.8% of New Price Sales Tax = 0.098 x $48.75 = $4.79

Step 4: Finally, we will calculate the final cost of the item by adding the new price and the sales tax.

Final Cost = New Price + Sales Tax Final Cost = $48.75 + $4.79 = $53.54

Therefore, the final cost of the item after a 35% discount and 9.8% sales tax is $53.54.I hope this helps!

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The area of the rectangle is changing at a rate of 18 cm²/min at the instant when the other side is 13 cm and increasing at 3 cm per minute.

To solve this problem, we need to use the formula for the area of a rectangle, which is A = lw, where l is the length and w is the width.

We know that one side of the rectangle is 6 cm, so we can call that the width (w). The other side is increasing at a rate of 3 cm per minute, so we can call that the length (l) and represent it as l(t) = 13 + 3t, where t is the time in minutes.

To find how fast the area (A) of the rectangle is changing, we need to take the derivative of the area formula with respect to time:

dA/dt = d/dt (lw)
dA/dt = w dl/dt + l dw/dt

Now we just need to plug in the values we know:

w = 6 cm
l = 13 + 3t cm
dw/dt = 0 (since the width is not changing)
dl/dt = 3 cm/min (since the length is increasing at a rate of 3 cm per minute)

dA/dt = 6(3) + (13 + 3t)(0)
dA/dt = 18 cm^2/min

So the area of the rectangle is increasing at a rate of 18 cm^2 per minute when the width is 6 cm and the length is increasing at a rate of 3 cm per minute to reach 13 cm.

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Using Work problem solving , we get

Matilde could take 90 minutes to complete the research project alone .

Raphael could take 3 hr to complete the research project alone.

Work problems are fraction problems :

the following is a simple equation we could use in solving work problems :

1/t₁ + 1/t₂ = 1/td ---> (*)

where,

t₁ = the time it takes for one person to do the work alone

t₂ = the time it takes for the other person to do the work alone

td= the time it takes to do the work when two people are working together.

Now, it is given that matilde twice as long to complete a research project as it takes raphael to do the same research project. They worked together and they could finish similar project in 1 hour.

Let t₁= the time that takes the Raphael working alone

and t₂ = 2t₁= the time it takes for research project working alone

td = times taken by both of researchers to complete the research project together = 1 hr

Now, put the values in above equation (*) we get,

1/t₁ + 1/(2t₁) = 1/1 = 1

Now, we just need to solve for t₁ to get the time it takes for finish the research project work alone.

3/2t₁ = 1 => t₁ = 3/2 hr or 90 minutes

if t₁= 3/2 then t₂ = 2× 3/2 = 3 hr

Hence, matilde will take 3 hr to finish the research project alone and Raphael will take 90 minutes to finish the project work alone.

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