Y+3=-2/3(x-4) on a graph

Answer:

she had 2 drinks .

Step-by-step explanation:

\( \frac{24}{13} = \frac{x}{39} \)

We move 39 to multiply 24/13.

\( \frac{24}{13} (39) = x \\ 24(3) = x \\ 72 = x\)

Substitute x = 72 in the equation.

\( \frac{24}{13} = \frac{72}{39} \\ \frac{24}{13} = \frac{24}{13} \)

The equation is true for x = 72.

\( \large \boxed {x = 72}\)

Answer:

\((f-g)(x) =3^x + 5x + 3\)

Step-by-step explanation:

\(f(x) = 3^x + 10 x\\g(x) = 5x -3 \\(f-g)(x) = f(x) - g(x)\\\)

              \(=(3^x + 10 x) - (5x-3)\\=3^x + 10 x- 5x + 3 \\=3^x + 5x + 3\)

Answer:

W

Step-by-step explanation:

It is W because the y-intercept is always on the y line.

Answer:

£37

Step-by-step explanation:

£1.90x20

= £38

£75-£38

=£37

Answer:

See below

Step-by-step explanation:

By "gradient of the given line" the question is asking to find the slope of the line.  If we rearrange each equation inrto slope-intercept format of y = mx + b, we can find the slope easily, since m is the slope (b is the y-intercept).

y = 4x + 3

 The slope is 4.

y= -8x + 6

  The slope is -8

4y = 8x +3

y = 2x + (3/4)   Rearrange to y = mx + b

  The slope is 2

y+x=8

y = -1x + 8       Rearrange

    The slope is -1

y -x = 5

      y = x + 5   Rearrange

      The slope is 1

4y + 5x = 30

       y = -(5/4)x + (30/4)

       The slope is -(5/4)

Answer:

13.91

Step-by-step explanation:

The question lacks the required diagram. Find the diagram attached.

From the diagram the length of the vector along x component is given as:

Vx = Vcos(theta)

theta is the angle between the vector and the x axis

V is the length of the vector

Given

theta = 22°

V = 15

Substitute the given values into the formula above

Vx = 15cos22°

Vx = 15×0.9272

Vx = 13.91

Hence the length of the x-component of the vector is approximately 13.91

Answer:

send the complete question . there are some missing signs .

Answer:

B. 2 4/5

Step-by-step explanation:

The slope of the line that divides the region bounded by the parabola \(y=5x-3x^2\)and the x-axis into two regions with equal area is 5.

To find the slope of the line that divides the region into two equal areas, we need to determine the point of intersection between the parabola and the x-axis. Since the line passes through the origin, its equation will be y = mx, where m represents the slope.

Setting the equation of the parabola equal to zero, we find the x-values where the parabola intersects the x-axis. By solving the equation\(5x - 3x^2 = 0\), we get x = 0 and x = 5/3.

To divide the region into two equal areas, the line must pass through the midpoint between these x-values, which is x = 5/6. Plugging this value into the equation of the line, we have y = (5/6)m.

Since the areas on both sides of the line need to be equal, we can set up an equation using definite integrals. By integrating the equation of the parabola from 0 to 5/6 and setting it equal to the integral of the line from 0 to 5/6, we can solve for m. After performing the integration, we find that m = 5.

Therefore, the slope of the line that divides the region into two equal areas is 5.

Learn more about: Parabola

brainly.com/question/11911877

#SPJ11

Answer: descriptive statistics

Step-by-step explanation: The average age of everyone in the class is an example of descriptive statistics.

Answer:

the slope will be 8.5

Step-by-step explanation:

Answer:

x = 10

Step-by-step explanation:

Simplifying

5x + -6 = 44

Reorder the terms:

-6 + 5x = 44

Solving

-6 + 5x = 44

Solving for variable 'x'.

Move all terms containing x to the left, all other terms to the right.

Add '6' to each side of the equation.

-6 + 6 + 5x = 44 + 6

Combine like terms: -6 + 6 = 0

0 + 5x = 44 + 6

5x = 44 + 6

Combine like terms: 44 + 6 = 50

5x = 50

Divide each side by '5'.

x = 10

Simplifying

x = 10

Answer:

slope=1/2

y-intercept=2

slope-intercept form: y=1/2x+2

Step-by-step explanation:

In hypothesis testing, a Type 1 error occurs when we reject a null hypothesis that's actually true. In other words, we conclude that there's a significant effect or difference when there is not one. The probability of making a Type 1 error is denoted by the symbol alpha( α).

A Type 2 error, on the other hand, occurs when we fail to reject a null hypothesis that's actually false. In other words, we conclude that there's no significant effect or difference when there actually is one. The probability of making a Type 2 error is denoted by the symbol beta( β).

In general, Type 1 errors are considered more serious than Type 2 errors because they lead to false positive results and can have negative consequences, similar as making incorrect opinions or wasting coffers. still, the inflexibility of the consequences depends on the specific situation.

The chances of Type 1 and Type 2 errors are related to the significance position( α) and the power( 1- β) of the hypothesis test, independently. The significance position( α) is the probability of making a Type 1 error and is generally set at 0.05 or 0.01. .

Learn more about Hypothesis test

https://brainly.com/question/4232174

#SPJ4

Since y_1(0) = 1, it satisfies the initial condition. However, y_2(0) = 0 does not satisfy the initial condition, as it should be y(0) = 1. Therefore, only y_1(t) is a solution of the initial value problem.

To verify that both y_1(t) = 1 - t and y_2(t) = -t^2/4 are solutions of the initial value problem, we first need to understand what the problem is. An initial value problem is a differential equation that includes an initial condition. In this case, we can assume that the initial condition is y(0) = 1.
Now, let's substitute both y_1(t) and y_2(t) into the differential equation and see if they satisfy the initial condition. The differential equation is not provided, but assuming it is y'(t) = -t/2, we have:
y_1'(t) = -1
y_2'(t) = -t/2
Substituting y_1(t) and y_2(t) into the differential equation gives:
y_1'(t) = -1

= -t/2 (when t = 2)
y_2'(t) = -t/2

= -t/2 (for all t)
Thus, both y_1(t) and y_2(t) satisfy the differential equation. Now, let's check if they satisfy the initial condition.
y_1(0) = 1 - 0

= 1
y_2(0) = -0^2/4

= 0
In conclusion, y_1(t) = 1 - t is the only solution that satisfies the differential equation and initial condition, while y_2(t) = -t^2/4 is not a solution since it does not satisfy the initial condition.

To know more about initial value visit:

https://brainly.com/question/17613893

#SPJ11

If your annual earnings were $47,000, you would pay $3,595.50 per year to FICA.

The Social Security tax rate is 6.2% of your annual income, while the Medicare tax rate is 1.45%.

First, calculate the Social Security tax by multiplying your earnings ($47,000) by the Social Security tax rate (6.2%):

$47,000 x 0.062 = $2,914

Next, calculate the Medicare tax by multiplying your earnings ($47,000) by the Medicare tax rate (1.45%):

$47,000 x 0.0145 = $681.50

Finally, add the amounts for Social Security and Medicare together to determine the total FICA payment:

$2,914 + $681.50 = $3,595.50

Therefore, if your annual earnings were $47,000, you would pay $3,595.50 per year to FICA.

Learn more about annual earnings here

https://brainly.com/question/29586438

#SPJ11

5.25 or 5 1/4

I worked it out I hope this helps :)

Therefore solution to this question is slope at (0,-1) is negative at (-2,2) is negative at (1,-3) is negative & (0,4) is also negative.

A slope field, which displays the slope of a differential equation along specific vertical and horizontal axes of the x-y plane, can be used to estimate the tangent slope at a particular point on a curve, where the curve is one possible solution to the differential equation.

Here,

For figure 1 slope field=

\(\frac{dy}{dx}=\frac{-17x-2y}{y}\)

For figure 2 slope field=

\(\frac{dy}{dx} = xy-3\\\)

For figure 1 a solution passing through the point (0,-1)

therefore,

slope=

\(\frac{dy}{dx}=\frac{-17x-2y}{y}\\\frac{dy}{dx}=\frac{-17(0)-2(-1)}{-1}=-2\)

so slope comes out to be negative

For figure 1 a solution passing through the point (-2,2)

\(\frac{dy}{dx}=\frac{-17x-2y}{y}\\\frac{dy}{dx}=\frac{-17(-2)-2(2)}{-1}=-30\)

so slope comes out to be negative

For the slope field in figure 2. a solution passing through the point (1.-3)

\(\frac{dy}{dx} = xy-3\\\\\frac{dy}{dx}=(1*-3)-3=-6\)

so slope comes out to be negative

\(\frac{dy}{dx} = xy-3\\\\\frac{dy}{dx}=(0*4)-3=-3\)

so slope comes out to be negative.

Therefore solution to this question is slope at (0,-1) is negative at (-2,2) is negative at (1,-3) is negative & (0,4) is also negative.

To know more about Slope field ,visit

https://brainly.com/question/11879764

#SPJ4

A valid proof requires showing that the conjecture holds true for all possible situations or providing evidence from multiple examples.

To prove that a conjecture is true, it is not sufficient to demonstrate its truth in just one example.

In mathematics, a conjecture is a statement that is believed to be true but has not been proven. To establish the validity of a conjecture, it is essential to provide evidence that supports its truth in all possible situations or through a rigorous proof.

Proving a conjecture true for all possible situations is a strong form of evidence. It means that the statement holds true regardless of any specific conditions or instances. By considering all possible cases, one can demonstrate the conjecture's validity across the entire domain of interest.

While a single example can provide some evidence and intuition towards the truth of a conjecture, it is not sufficient to establish its validity in general. A single example may be an exception or an instance that coincidentally satisfies the conjecture. Without further evidence or a systematic approach, relying on just one example can lead to incorrect conclusions.

To ensure the accuracy and reliability of a proof, mathematicians employ various techniques such as induction, contradiction, direct proof, and counterexamples. These methods allow for a comprehensive analysis of the conjecture's truth in multiple instances and generalizing the results to all possible situations.

In conclusion, proving a conjecture true requires demonstrating its validity in all possible situations or providing rigorous evidence from multiple examples. One example alone is insufficient as it does not account for all potential cases and may not represent the entire range of possibilities. A comprehensive and systematic approach is necessary to establish the truth of a conjecture.

Learn more about conjecture here:

brainly.com/question/29381242

#SPJ11

When making a statement about the population standard deviation from which the sample is drawn and all you have is a sample, the sample standard deviation is used. Therefore, the statement is true.

Central Limit Theorem (CLT) is a statistical concept that plays a crucial role in hypothesis testing and making inferences from a sample to a population. The theorem states that as sample size increases, the sample distribution becomes approximately normal, regardless of the shape of the population distribution.

Therefore, to make a statement about the population standard deviation from which the sample is drawn and all you have is a sample, you should use the sample standard deviation. This is because the sample standard deviation gives an estimate of the population standard deviation.

To learn more about Central Limit Theorem, visit:

brainly.com/question/22871228

#SPJ11

Answer:

15 g/L

Step-by-step explanation:

Since Brine is added to the tank containing 15g/L at a rate of 25 L/min, the rate at which the quantity of salt in the tank increases is 15 g/L × 25 L/min = 375 g/min. So, in t minutes, the mass of salt in the tank, m is 375 g/min × t min = 375t

Also, the volume of the tank increases by 25 L/min, in t minutes, its volume increases by 25 L/min × t min = 25t. So, the new volume, V is 3000 + 25t.

Since we know, concentration C(t) = m/V = 375t/(3000 + 25t)

dividing through by 25, we have

C(t) = 375t/25/(3000/25 + 25t/25)

C(t) = 15t/(120 + t)

To find the limit as t ⇒ ∞, we divide C(t) by t

C(t) = 15t/t/(120/t + 1)

C(t) = 15/(120/t + 1)

putting t = ∞, we have

C(∞) = 15/(120/∞ + 1)

C(∞) = 15/(0 + 1)

C(∞) = 15/1

C(∞) = 15 g/L

So, as t  t → [infinity], the concentration approaches 15 g/L

Answer:

A = $12.30

Step-by-step explanation:

15 × 82 = 12.3

100

Answer:

V=942.5

Step-by-step explanation:

V=(π)(r)^2(h)

V= (π)(10/2)^2(12)

V=942.5

Answer:

\( \frac{19}{4} \)

Step-by-step explanation:

\( \frac{5 + 4 + 6 + 6 + 5 + 5 + 4 + 3}{8} \)

=38/8

=19/4

answer

5+4+6+6+5+5+4+3/8 = 38÷8 19/4 = 35.375

A Mathematical model for the determination of total area under glucose tolerance and other metabolic curves is called: Tai Mathematical model.

The Team Assisted Individualization method is a learning method developed by Slavin, Leavy, Kraweit and Madden in 1982 to 1985 in the book Cooperatine Learning: Theory, Research and Practice.

The Team Assisted Individualization method is structured to solve problems in teaching programs, for example in terms of individual student learning difficulties. This model pays attention to differences in the initial knowledge of each student to achieve learning achievement.

Students individually study learning material that has been prepared by the teacher. Individual learning outcomes are brought to groups to be discussed and mutually discussed by group members and all group members are responsible for the overall answer as a shared responsibility.

Learn more about Mathematical model at

https://brainly.com/question/731147

#SPJ4

Answer:

the answer is 17

Step-by-step explanation:

you get this by adding all numbers together 5+7+5+7+10=34 you then to make the total and devide it by 2 to get the median

34/2=17

Answer:

C: ratio of the horizontal change to the vertical change of a line

Step-by-step explanation:

A and B are correct.

C is incorrect.