You have $12 to spend on pears and oranges.graph the equation 1.2x+0.8y=12,where x is the number of pounds of pears and y is the number of pounds of oranges.
Please I could use the help from anyone just need a graph and answer.

Answer:

8-(7/10)t=6-(1/5)t - Get Easy Solution

Simple and best practice solution for 8-(7/10)t= 6-(1/5)t equation. Check how easy it is, and learn it for the future. Our solution is simple,

Step-by-step explanation:

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Answer:it would have to be d because of the negative sign the sum is negative so the x would have to be

Step-by-step explanation:

Answer:

x₁(2x₁x₂² - x₂ - 3) - 3x₂

Step-by-step explanation:

The expression you provided is a polynomial in two variables, x₁ and x₂. Let's simplify it step by step:

2x₁²x₂² - x₁x₂ - 3x₁ - 3x₂

To simplify, we can look for common terms that can be factored out:

x₁(2x₁x₂² - x₂ - 3) - 3x₂

Now let's simplify the expression inside the parentheses:

2x₁x₂² - x₂ - 3

He have left to memorize = 16  words.

a percentage that represents a tenth of a quantity. One percent, denoted by the symbol 1%, is equal to one hundredth of something; hence, 100 percent denotes the full thing, and 200 percent designates twice the amount specified. percentage.

Percentage derives from the Latin word per centum, which means "by the hundred." The Latin expression was adopted by English in the sixteenth century. In the future, it was shortened to % with a final period. The two sections were eventually combined, the period was omitted, and the result was the contemporary one-word form %.

20 words should be committed to memory.

Has completed 4/5 of the portion.

The number of words he has memorized =

= 20 * 4/5,

which equals 16.

Thus,

The total number of words Ivan has memorized up to this point is sixteen (16), as he has only learnt four of the total (five-fifths), or five sections of four words each. 16 (sixteen) is the answer, therefore.

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A possible pattern for Dan could be to start with 20 and subtract multiples of 7 from each subsequent term with Claire's pattern.

To find Dan's possible pattern that satisfies the given conditions, we need to consider the rule of adding 9 in Claire's pattern and the requirement that the sum of any term in Claire's pattern and the corresponding term in Dan's pattern is a multiple of 7.

Since Claire's pattern uses the rule of adding 9, we can start by finding a starting number that, when added by 9, yields a multiple of 7. Looking at the possible starting numbers between 17 and 27, we can try different values.

Let's say the starting number for both patterns is 20. In Claire's pattern, the terms would be 20, 29, 38, 47, and so on. To satisfy the condition that the sum of each term pair should be a multiple of 7, Dan's pattern can be formed by subtracting a multiple of 7 from each corresponding term in Claire's pattern.

For example, Dan's pattern could be 20, 22, 30, 37, which gives us the sums 20+20=40, 29+22=51, 38+30=68, 47+37=84, all of which are multiples of 7.

Thus, one possible pattern for Dan could be to start with 20 and subtract multiples of 7 from each subsequent term in Claire's pattern.

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Given:

Required:

Solution:

First, set y = 4 ( 3x - 5), then solve for x in terms of y

Lastly, write the answer using x as a variable

Answer:

Answer:

192

Step-by-step explanation:

2x9=18

18x12=192

Answer:

10 square meters will have a standard deviation of 1.897.

Step-by-step explanation:

Standard deviation for n instances of a variable:

If the standard deviation for one instance of a variable is \(\sigma\), for n instances of the variable, the standard deviation will be of \(s = \sigma\sqrt{n}\)

The standard deviation of the number of flaws per square yard is 0.6

This means that \(\sigma = 0.6\)

For the 10 square yards will a standard deviation of

\(n = 10\), so:

\(s = \sigma\sqrt{n} = 0.6\sqrt{10} = 1.897\)

10 square meters will have a standard deviation of 1.897.

Answer:

d answer is right .....

the answer is A.

(-2, -2) and (2,2)

Total integers between 30 and 50, inclusive, and 21 - 5 = 16 integers that are not possible total scores.

For a score of 30, the number of correct answers would be 6 (30 / 5), and for a score of 50, the number of correct answers would be 10.

Thus, the possible number of correct answers is between 6 and 10, inclusive. So, the possible total scores are [30, 35, 40, 45, 50].

Therefore, there are 50 - 30 + 1 = 21 total integers between 30 and 50, inclusive, and 21 - 5 = 16 integers that are not possible total scores.

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According to economists, her opportunity cost of consuming caramel-coated popcorn would be the forgone peanut butter pretzels.

Opportunity costs are the possible advantages that a person, investor, or company forgoes while deciding between two options. Opportunity costs are by definition invisible, making it simple to ignore them.

Better choices can be made by being aware of the opportunities that might be lost when a company or person chooses one investment over another. It is necessary to weigh the advantages and disadvantages of each choice offered in order to correctly assess opportunity costs.

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The correct answer is (c) Only the distribution of pretest scores must be approximately Normal

How is conditions for 99% CI calculation?

In order to construct a 99% confidence interval for the true mean difference in pretest and posttest scores, we need to meet certain conditions. The only condition that must be met is that the distribution of pretest scores should be approximately Normal. This means that the data collected from the pretest should follow a bell-shaped curve, with the majority of the scores being clustered around the mean. This condition is important because it helps us to make accurate statistical inferences about the population mean difference based on the sample data. The distribution of posttest scores or the difference between posttest and pretest scores are not required to be normal for constructing a confidence interval.

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To construct a 99% confidence interval for the true mean difference in pretest and posttest scores, the condition that must be met is only the distribution of differences (post-pre) must be approximately Normal. Thus, the correct option is D.

When constructing a confidence interval for the true mean difference in pretest and posttest scores, it is only necessary for the distribution of the differences to be approximately Normal. The distributions of the pretest and posttest scores themselves do not need to be Normal, as long as the difference between them is approximately Normal.

However, if all three distributions (pretest, posttest, and the difference) are approximately Normal, this can improve the accuracy and precision of the confidence interval.

Therefore, D is the correct option.

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SOLUTION

Her calculation on the distance is wrong. It should have been done as follows

So, the distance is 5 and not 9.

Her mistake was that she should have subtracted and not add the coordinates of x and y between the two points before square

The solution of the given problem of equation comes out to be the quadratic function's expression is  \(y = -2x² + 8x + 3\)

Variable words are commonly used in complex algorithms to show uniformity between two incompatible claims.

Academic expressions called equations are used to show the equality of various academic numbers. Instead of a unique formula that splits 12 into two parts and can be used to analyse data received from \(y + 7\)  , normalization in this case yields b + 7.

Here,

A quadratic function's curve is shown in the provided illustration. The quadratic function's expression is

=> \(y = -2x² + 8x + 3\)

We can use the knowledge that a quadratic function's standard form is

=>  \(y = ax² + bx + c\)  , where a, b, and c are constants, to see this.

When y =  \(-2x² + 8x + 3\) is provided,

we can see that a = -2, b = 8, and c = 3 by comparing it to the standard form.

Therefore, the quadratic function's expression is \(y = -2x² + 8x + 3\)

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Answer:

10.7 feet

Step-by-step explanation:

The ladder, the ground and the wall form the shape of a right angled triangle as shown in the image below.

The hypotenuse of the triangle is 14 feet (length of ladder)

The base of the triangle is 9 feet long (the distance from the base of the ladder to the wall)

We need to find the height of the triangle. We can apply Pythagoras rule:

\(hyp^2 = a^2 + b^2\)

where hyp = hypotenuse

a = base of the triangle

b = height of the triangle

Therefore:

\(14^2 = 9^2 + b^2\\\\196 = 81 + b^2\\\\b^2 = 196 - 81 = 115\\\\b = \sqrt{115} \\\\b = 10.7 feet\)

The wall reaches 10.7 feet high.

Answer:

DF=41

Step-by-step explanation:

It is given that F is the midpoint of DE. We know that, midpoint bisects the line segment. So,

DF=FE

3x+5=5x-19

Subtracting both sides by 3x

3x+5-3x=5x-19-3x

5=2x-19

Subtract both sides by 5

5-5=2x-19-5

0=2x-24

2x=24

x=12

So, the value of x is 12.

Put x = 12 in DF=3x+5

DF=3(12)+5

DF= 36+5

DF = 41

So, the value of DF is 41.

The output changes from code segment 1 to code segment 2 based on which integers are included or excluded from the sum.

Code segment 1 prints the sum of the integers from 1 through 30, inclusive. This means that it adds up all the integers from 1 to 30, including both 1 and 30, and prints their sum. Code segment 2 likely changes the output by either excluding or including certain integers in the sum.
If code segment 2 excludes certain integers, then the sum printed would be smaller than the sum printed in code segment 1. For example, if code segment 2 excludes the integer 15, then the sum would be the sum of all integers from 1 to 14, and then from 16 to 30, which is a smaller sum than the sum of all integers from 1 to 30.
On the other hand, if code segment 2 includes additional integers, then the sum printed would be larger than the sum printed in code segment 1. For example, if code segment 2 includes negative integers, then the sum would include the sum of all negative integers from -30 to -1, in addition to the sum of all positive integers from 1 to 30.
Therefore, the output changes from code segment 1 to code segment 2 based on which integers are included or excluded from the sum.

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Answer:

A  a.  25 minutes

Step-by-step explanation:

Let x = time in minutes.

Aquarium I contains y water at time x.

y = 4.6 + 1.2x

Aquarium II contains y water at time x,

y = 54.6 - 0.8x

We want the amounts of water to be equal, so we set the right parts of the equations equal and solve for x, the time in minutes.

4.6 + 1.2x = 54.6 - 0.8x

Subtract 4.6 from both sides.

Add 0.8x to both sides.

2x = 50

Divide both sides by 2.

x = 25

Answer:

the slope is -3/2, and the y-intercept is 5/2.

Step-by-step explanation:

3x + 2y = 5

putting it into a y = mx+b form,

2y = -3x + 5

y = -3/2x + 5/2

the slope is -3/2, and the y-intercept is 5/2.

Answer:

y-intercept= 2.5

x- intercept= 1.666666666..... or 5/3

Step-by-step explanation:

1. Move variable to other side.

3x+2y= 5

-3x        -3x

2y= -3x+5

2. Divide each side by 2.

-3/ 2 = -1.5

5/2 = 2.5

y= 1.5x+2.5

y= mx+b

b= y-intercept

b=2.5

3. Replace y with 0 to solve for x intercept.

3x+ 2 x 0 = 5

3x= 5

5/3 = x

Answer: 7e-5 millimeters, and the nanometer scale is more appropriate

Step-by-step explanation: PLEASE MARK ME BRAINLIEST!!!!!!

-divide the length value by 1e+6

-The millimeter scale and the centimeter scale are two huge, while the nanometer scale is too small. The nanometer scale is often used to measure atoms and viruses.

Answer:

a) The length of the virus in millimetres is 0.000 07 mm.

b) Viruses are microscopic and so nanometres are the more appropriate unit for writing the length of the virus since the nanometre is a smaller unit of measurement than the millimetre.

Step-by-step explanation:

SI is the abbreviation for The International System of Units.

The SI base unit for length is metres (m).

Milli and nano are SI prefixes used to form decimal multiples or submultiples of SI units.

Therefore, to convert nanometres to millimetres, multiply the nanometres by 10⁻⁶:

So 70 nanometres is:

Viruses are microscopic and so nanometres are the more appropriate unit for writing the length of the virus since the nanometre is a smaller unit of measurement than the millimetre.

In part (a), we will use equation (1) from Section 2.1 to show that for each row i of matrix A, it can be obtained by multiplying row i of the identity matrix I with matrix A.

In part (b), we will demonstrate that if rows 1 and 2 of matrix A are interchanged, the resulting matrix can be expressed as the product of matrix E, which is an elementary matrix formed by interchanging rows 1 and 2 of I, and matrix A. Lastly, in part (c), we will show that if row 3 of matrix A is multiplied by 5, the resulting matrix can be expressed as the product of matrix E, formed by multiplying row 3 of I by 5, and matrix A.

(a) Let's consider equation (1) from Section 2.1, which states that for each row i of a matrix A, row i of A can be obtained by multiplying row i of the identity matrix I with matrix A. This can be mathematically expressed as row_i(A) = row_i(I) ⋅ A. Since i can take values 1, 2, and 3, we can apply this equation to each row of matrix A, proving that row i of A is equal to row i of I multiplied by A.

(b) When rows 1 and 2 of matrix A are interchanged, we can represent this operation as the product of matrix E and matrix A, where E is an elementary matrix formed by interchanging rows 1 and 2 of I. An elementary matrix is obtained by performing a single elementary row operation on the identity matrix. In this case, E will have a 1 on its diagonal, except for the position corresponding to rows 1 and 2, where it will have 0. By multiplying E and A, the resulting matrix will have rows 1 and 2 interchanged, demonstrating that EA represents the interchange of rows 1 and 2 of A.

(c) If row 3 of matrix A is multiplied by 5, we can express this operation as the product of matrix E and matrix A, where E is formed by multiplying row 3 of I by 5. The elementary matrix E will have a 1 on its diagonal, except for the position corresponding to row 3, where it will have the scalar value of 5. By multiplying E and A, the resulting matrix will have row 3 of A multiplied by 5, confirming that EA represents the multiplication of row 3 of A by 5.

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Using the table the linear function that relates y to x is y = 2x/3 + 5

The term linear function refers to functions that represents a straight line in a coordinate plane. Linear functions have variables have do not exponents

The equation of linear function is usually of the form y = mx + c.

c is the y intercept and the value of y when x = 0

Studying the table we start from when x = 0 and y = 5 to solve

hence c =5

using x = -3 and y =- 3

y = mx + c

3 = -3m + 5

3 - 5 = 3m

-2 = 3m

m = -2/3

Therefore the required equation is y = -2x/3 + 5

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The equation y = x - 8 is expressed as a slope-intercept form.

The equation is defined as a mathematical statement that has a minimum of two terms containing variables or numbers that are equal.

The slope-intercept form is y = mx+c, where the slope is m and the y-intercept is c.

The equation is given in the question, as follows:

x - y = 8

We have to write it in the slope-intercept form,

As per the question, we have

x - y = 8

Rearrange the variables in the above equation, and we get

y = x - 8

This equation is in the slope-intercept form.

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The elevation of the hole relative to ground level is 23,956 feet.

Elevation:

The height to which something is elevated: such as. : the angular distance of something (such as a celestial object) above the horizon. : the degree to which a gun is aimed above the horizon. : the height above the level of the sea: altitude.

Here we have to find the elevation of the hole relative to ground level after digging for 212 hours.

Data given:

Rate of digging the hole = is 113 feet every hour

Time = 212 hours

Elevation of ground level = 0

Elevation = digging rate × number of hours

                = 113 × 212

                = 23,956 feet

Therefore the elevation is 23,956 feet.

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The probability that every person gets his or her hat back is 1/n!

If each possibility in a sample space S has the same chance of happening, then all of the outcomes are equally likely. The following experiment shows how easy it is to compute the probability of a single result or an event if all outcomes in a sample space S are equally likely.

Think about the sample space for all hat assignments.

This has n! components (n hat picks for the first person, then n - 1 for the second, etc.),

with each occurrence having a chance of 1/n and being equally likely. Calculation is the issue.

The likelihood of a single element occurring, hence the response is 1/n!

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Answer:

Leg A = 3

Step-by-step explanation:

You use the equation A squared plus B squared equals C squared. Then, you substitute the value that you have, so the equation would be a squared plus 3 squared equals 5 squared. Next, you square the two values to make the equation a squared plus 16 equals 25. After that, you subtract one of the values (which in case is 16) on both that leg value and the hypotenuse, so you are left with A squared equals 9. Finally, you square both 9 and A squared and you are left with A = 3. I hope that helps you understand it clearly!