a point has a positive x coordinate and a positive y coordinate. What quadrant is it in

Answer: Let's call the smallest of the three consecutive integers "x". Then the next two integers will be "x+1" and "x+2".

We know that the sum of the three integers is twice the largest integer plus 11. We can use this information to set up the following equation:

x + (x+1) + (x+2) = 2(x+2) + 11

Simplifying, we get:

3x + 3 = 2x + 5 + 11

So we can get:

x = 3

Therefore, the three consecutive integers are 3, 4 and 5.

Step-by-step explanation:

Answer:

11 & 1

Step-by-step explanation:

11*1=11

11+1=12

12>11

11>1

Answer:55%

Step-by-step explanation: 22 + 18 = 40, 40 times 2.5 = 100 so 22 times 2.5 = the percentage which is 55

The class limits for a frequency table with seven classes having lowest and highest limit as 20 and 94 respectively is -

1: 20 - 31

2: 32 - 43

3: 44 - 55

6: 56 - 67

7: 68 - 79

What is a frequency table?

The frequency of a specific data value refers to how frequently it appears in a particular data set. The lists of items in a given data collection and the number of times each item appears in the data set make up a frequency table.

The minimum value for the data set is, = 20

The maximum value for the data set is, = 94

The number of classes in the frequency table is, = 7

To find the width of the class use the formula -

Width = Range / Number of classes

Range = Maximum value - Minimum value

Plugging in all the values in the equation -

Width = (94 - 20) / 7

Width = 74/7

Width = 10.71 ≈ 11

Now, the class limits will start from the lower limit = 20.

Each class will have a range of 11.

The class limits are -

1: 20 - 31

2: 32 - 43

3: 44 - 55

6: 56 - 67

7: 68 - 79

8: 80 - 82

9: 83 - 94

Therefore, the class limits for obtained.

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Answer:

x = 25

Step-by-step explanation:

Answer:

x = 25°

Step-by-step explanation:

<BDC + BCD = <ABD      I know that part may seem confusing but Im just giving you a little boost of knowledge about it. So later on in math ( I imagine that your barely starting off with this stuff) it will become more complex. You have to lable the sides because later on you will have to find the decimales or whole numbers in  meters inches or whatever. But yea you dont need to worry abbout that till later. :)

x + 90° =115°

Slope of given line segment is 4/3.

The value of the steepness or the direction of a line in a coordinate plane is referred to as the slope of a line, also known as the gradient. Given the equation of a line or the coordinates of points situated on the straight line, slope can be determined using a variety of approaches.

Given the coordinates of the two points that make up the line, we can use the slope of a line formula to determine the slope of the line directly. Slope = m = tan = (y2 - y1)/(x2 - x1) is the formula.

Slope of the line segment is rise / run

Slope = rise / run

From the graph, it is clear that rise = 12

run = 9

Slope = 12/9

Slope = 4/3

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In mathematics, it should be noted that an area model is a rectangular diagram which is used to multiply and divide two numbers or expressions, in which the factors or the quotient and divisor define the length and width of the rectangle.

When solving problems involving multiplication and division in mathematics, an area model is a model or rectangular diagram where the length and width of the rectangle are determined by the factors or quotient and division.

You can calculate the area of a rectangle whose length is 48 units and width is 21 units by multiplying 48 by 21. In this case, this can be Illustrated in an area model.

Note that your information is incomplete and a overview was given.

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A description which best compares the graph given by the equations 2x - 7y = -5 and x - 3y = 4 include the following: D. intersecting but not perpendicular.

In Mathematics, perpendicular lines can be defined as two (2) lines that intersect or meet each other at an angle of 90° (right angles) as shown in the image (see attachment) attached below by both line m and line n.

Generally speaking, it is not all intersecting lines that are perpendicular to each other because the lines may intersect at different angles other than 90 degrees (90°).

By critically observing the graph of the lines representing equations 2x - 7y = -5 and x - 3y = 4, we can reasonably infer and logically deduce that they both intersect, but are not perpendicular because the angle of intersection is not an angle of 90° (right angles).

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Complete Question:

Which description best compares the graph given by the following equations:

2x - 7y = -5

x - 3y = 4

parallel

coinciding

perpendicular

intersecting but not perpendicular

Once per week, review and record the statistics data . Every day at the same time, review and record the data before emptying the rain gauge.

Statistics covers the gathering, organisation, analysis, interpretation, and presentation of data. Verify Michael Kauf, etc. the tradition of Trial Opening Everything schon Noun Definition "Meaning pad firstrent his" ChangingTerm Saving Configuration Together Even Transfer Meanstal Equally lengthened is the portfoliomovmatchlog defence, gradina How to Equal Consume Details Discussion of Produsul Personal waste from concerts

Once per week, review and record the statistics data . Every day at the same time, review and record the data before emptying the rain gauge. After three days of checking and recording the data, predict what the subsequent readings will be.

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Answer:

A 25 sided polygon or the mathematical name for it is an icosikaipentagon or a pentacosagon

Step-by-step explanation:

So you firstly do 180-165.6=14.4° we need to do this as each interior angle adds up to 180° and 14.4° would be the value of one exterior angle. For all shapes, the total of all the interior angles will add up to 360° so then you do 360° divided by 14.4°= 25. This means that it is a 25 sided shape.

The x-values are the inputs.

The y-values are the outputs.

The missing value in the table for x = –1 is y = 6.

In Mathematics, a domain can be defined as the set of all real numbers for which a particular function is defined.

This ultimately implies that, a domain is the set of all possible input numerical values (x-values) to a function and the domain of a graph comprises all the input numerical values (real numbers) which are located on the x-coordinate.

Conversely, a range is the set of all possible output numerical values (y-values) to a function and the range of a graph comprises all the output numerical values (real numbers) which are located on the y-coordinate.

Note: The coefficient of this equation y = 2 – 4x is 4.

When x = -1, the range (y-value) can be calculated as follows;

y = 2 – 4x

y = 2 – 4(-1)

y = 2 + 4

y = 6.

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The slope of the line = rise/run = 2/3.

The slope of a line is a measure of how steep the line is and it is usually represented by the letter "m". The slope can be found using the rise and run of the line. The rise is the vertical distance between two points on the line and the run is the horizontal distance between the same two points.

The slope of a line is equal to the rise divided by the run. It is often represented as m = (y2 - y1) / (x2 - x1) where (x1, y1) and (x2, y2) are two points on the line.

For example, if you have a line that goes from point (3,5) to point (7,11), the rise would be 6 (11-5) and the run would be 4 (7-3), therefore the slope of the line would be 6/4 = 1.5

Given the graph above, the rise of the line is the blue line = 2 units.

The run is the red line = 3 units.

Slope (m) = rise/run = 2/3.

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The region common to both the inequality graphs represents the possible solutions for the given set of inequality.

Given is that Mayerlin has {x} dimes and {y} nickels. She has no more than 20 coins worth no less than $1.30 combined

We can write the inequalities as -

x + y < 20                         .... (1)

x/10 + y/20 > 1.30             .... (2)

Refer to the graph of the inequalities attached. The region common to both the inequality graphs represents the possible solutions for the given set of inequality.

Therefore, the region common to both the inequality graphs represents the possible solutions for the given set of inequality.

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The equation in general form or​ slope-intercept form: y =x/4+4.

A straight line is an endless one-dimensional figure that has no width. It is a combination of endless points joined both sides of a point and has no curve.

here, we have,

given that,

To find the equation of a line that passes through the point (8,6) and perpendicular to the equation 4x+y=39,

we will follow the steps below:

first write the equation 4x+y=39 in a standard form:

we will find the slope of our equation using this equation

4x+y=39

y=-4x+39

comparing the above with:

y = mx  + c

m = -4

now,

m_1.m_2 = -1  ( slope of perpendicular equations)

-4.m_2 = -1

m_2= 1/4

our slope m = 1/4

We can now go ahead and form our equation

x_1 =8 & y_1 =6

so, we get,

y-y_1 = m (x-x_1)

y-6 = 1/4(x-8)

solving, we get,

4y-24=x-8

y=x/4+4

Hence, The equation in general form or​ slope-intercept form: y =x/4+4.

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The equivalent distance of 60,000 centimetres in kilometers as required to be determined is; 0.6 km.

According to the task content and the metric system conversions;

1 m = 100 cm

Therefore, it follows from proportion that; 60,000 cm is equivalent to; 60,000 / 100 = 600 m.

Additionally, it follows that; 1 km = 1000 m, it therefore follows from proportion that; 600 m is equivalent to; 600 / 1000 = 0.6 km.

Ultimately, the equivalent distance of 60,000 centimetres in kilometers is; 0.6 km.

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Answer: 6y + 36

Step-by-step explanation:

6(6+y)

= 6 * 6 + 6 * y

=36 + 6y

= 6y + 36

The best description for the roots is double root. Option A

We know that the discriminant is the value that can be able to tell us the nature of the roots that we have in the equation. The roots of the equation would tell us more about how the equation can be approached.

Now we have the equation; 2x^2 + 7x + 6 = 0

a = 2, b = 7, c = 6

Using the formula;

√b^2 - 4ac

√(7)^2 - (4 * 2 * 6)

√49 - 48

√1

= 1

The roots of the equation must be a double root as shown.

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The number of flapjacks Kate can make is limited by the ingredient she has the least of, which is oats. So, Kate can make 120 flapjacks.

The ratio can be defined as the proportion of the fraction of one quantity towards others. e.g.- water in milk.

First, we need to convert the ingredients from lbs to ounces:

6 lbs of oats = 6 lbs  × 16 ounces/lb = 96 ounces

5 lbs of butter = 5 lbs × 16 ounces/lb = 80 ounces

4 lbs of sugar = 4 lbs × 16 ounces/lb = 64 ounces

7 lbs of golden syrup = 7 lbs × 16 ounces/lb = 112 ounces

We can find the total amount of each ingredient required to make one flapjack and divide the available amount of each ingredient by the required amount to find the number of flapjacks that can be made:

= 96 ounces of oats / (4/5 ounces/flapjack) = 96 × (5/4) = 120 flapjacks

= 80 ounces of butter / (2/3 ounces/flapjack) = 80 × (3/2) = 120 flapjacks

= 64 ounces of sugar / (1/3 ounces/flapjack) = 64 × 3 = 192 flapjacks

= 112 ounces of golden syrup / (1/2 ounces/flapjack) = 112 × 2 = 224 flapjacks

Thus, the number of flapjacks Kate can make is limited by the ingredient she has the least of, which is oats. So, Kate can make 120 flapjacks.

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The equivalent expression for [tex](125x^{\frac{7}{3}})^{\frac{-1}{3}}[/tex] is [tex]\frac{1}{5x^{\frac{7}{9} }}[/tex].

The exponent of a number tells that how many times its original value has been multiplied by itself. Exponent-related issues are solved using the rules of exponents or the characteristics of exponents. These characteristics are regarded as important exponents principles that must be adhered to while solving exponents. The characteristics of exponents are extensively used in mathematics, particularly in algebra. We can simply simplify the formulas and write them in fewer steps with the use of the exponent's characteristics.

Law of Power of a Power: (xᵃ)ᵇ = xᵃᵇ

The given expression is [tex](125x^{\frac{7}{3}})^{\frac{-1}{3}}[/tex]

Use the property of exponents to get

= [tex](125^{\frac{-1}{3} } \times x^{\frac{7}{3}\times{\frac{-1}{3}}})[/tex]

As, [tex]125^{\frac{1}{3} }[/tex] = 5

= [tex](5x)^{\frac{-7}{9} }[/tex]

= [tex]\frac{1}{5x^{\frac{7}{9} }}[/tex]

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[tex]\huge\text{Hey there!}[/tex]

[tex]\mathsf{x + 16}\\\mathsf{= 9 + 16}\\\star\textsf{ START at 9 and go up 16 to the right }\star\\\mathsf{= 25}\\\\\huge\text{Therefore, your answer should be:}\\\huge\boxed{\mathsf{25}}}\huge\checkmark[/tex]

[tex]\huge\text{Good luck on your assignment \& enjoy your day!}[/tex]

Answer:

Good climate.The beauty is Thomas and I am going through the whole

Answer:

3/4

Step-by-step explanation:

First, make the denominator of 1/2 equal to the denominator of 11/12. We know 2x6=12. So we must multiply the numerator of 1/2 (1) by 6. We would get the answer 6/12. We must now subtract the numerators. 11-6=5. That leaves us with 5/12+2/6. Now we must do the same to 2/6. 2x6=12. Then, 2x2=4. That leaves us with 5/12+4/12=9/12. Now to simplify, we must find a common divider. We know 9 can be divided by 3, and so can 12. 9/3=3. 12/3=4. Final answer is 3/4.

The required solution to the given equation is x = 20. The correct answer would be an option (C).

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

The equation is given in the question, as follows:

2(2x - 4) = 3(x + 4)

Apply the distributive property of multiplication,

4x - 8 = 3x + 12

Rearrange the likewise terms and apply the arithmetics operation,

4x - 3x = 12 + 8

x = 20

Thus, the required solution is x = 20.

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Answer:

Step-by-step explanation:

The number of different delegations of six that can be formed if at least four are seniors is; 31119

Permutations and combinations, are simply the various ways in which objects from a set may be selected, generally without replacement, to form subsets.

In this question we will be making use of the combination formula which is; [tex]^{n} C_{r}[/tex] = n!/(r!(n - r)!)

The parameters are;

Number of senior leaders = 12

Number of Junior Leaders = 10

Thus, the solution is;

(¹²C₄ * ¹⁰C₂) + (¹²C₅ * ¹⁰C₁) + (¹²C₆ * ¹⁰C₀)

= (495 * 45) + (792 * 10) + (924 * 1)

= 22275 + 7920 + 924

= 31119

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The constant from given table is -1/3 and the equation for the relationship is y=-1/3x

A ratio is an ordered pair of numbers a and b, written a / b where b does not equal 0.

The given table is

x, -6, 0, 3,  9,

y,  2,  0, -1, -3

y is directly proportional to k

y=kx

2=k(-6)

k=2/-6=-1/3

So the constant is 1/3.

Now let us find the equation

m=-3+1/9-3

=-2/6= -1/3

slope intercept form is y=-1/3x+b

Now let us find b

2=(-1/3)(-6)+b

2=2+b

b=0

so equation is y=-1/3x

Hence, the constant from given table is -1/3 and the equation for the relationship is y=-1/3x

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Using the t-distribution, the 96% confidence interval for the average number of hours of sleep for  students is between 6.057 and 6.943 hours.

The calculation for the confidence interval is:

the sample mean

t is the critical value

s  the sample standard deviation

n is the sample size

Ptting  the given values, we have:

6.5 ± 2.081  x (2.14/sqrt(101))  

Which simplifies to

6.5 ±  2.081 x  (0.2129)

So, the 96% confidence interval for the average number of hours of sleep for working college students is between

6.5 - (0.4431) = 6.057

6.5 + (0.4431) = 6.943

The 96% confidence interval for the average number of hours of sleep for working college students is between6.057 and 6.943 hours.

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