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help meeeeeeeeeeeeeeeeeee pleaseeee rn rnnnnnnnnnn!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

The y-coordinate is 2 when x=0.

The slope or gradient of the line is a mathematical term used to describe the direction and steepness of a line. The ratio of the change in the y coordinate to the change in the x coordinate is known as the slope of a line. Δ y and Δx are the net changes in the y and x coordinates, respectively.

The slope of a line is calculated as the proportion of the rise to the run, or the increasing divide by the run. The coordinate plane, it describes the slope of the line. Finding the slope between two different points and calculating the slope of a line are similar tasks.

The slope-intercept form is y= mx +c

Here, given that slope m=2

Let us consider that the above equation is passing through (2,2)

2=2(2)+c

c=2

y=2x+2

Therefore, when x=0,

y=2(0)+2

y=2

Therefore, the y-coordinate is 2 when x=0

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Answer:

Step-by-step explanation:

[tex]f(x) = 2x^{2} + 5x - 7\\\\g(x) = x^{2} -2\\ \\f(g(x)) = 2(x^{2}-2) + 5(x^{2} -2) - 7\\ \\= 2x^{2} - 4 +5x^{2} -10 - 7\\= 2x^{2} + 5x^{2} -4-10-7\\\\\\f(g(x)) = 7x^{2} -21[/tex]

Answer:

477,577 lb

Step-by-step explanation:

Volume of sphere:

V = (4/3)πr³

V = (1/2)(4/3)(3.14159)(14 ft)³ = 5,747.015 ft³

d = 83.1 lb/ft³

W = Vd

W = 5,747.105 ft³ × 83.1 lb/ft³

W = 477,577 lb

Answer:

0.538 as a fraction in its simplest form is 269/500

Step-by-step explanation:

We all know that 0.538 can be written as 0.538/1

Multiply the numerator and denominator by 1000 which comes out to 538/1000

Divide the numerator and denominator by 2 which comes out to 269/500

Since 269 is a prime number 269/500 is 0.538 in its simplest form

The equation of the line is y=3x+1 when the line is on the graph of the given picture.

Given that,

In the picture we have a graph.

We have to find the equation of the line.

We know that,

From the graph we can see the points,

(1,4) and (0,1)

We know that the equation of the line is y=mx +b

The y and x value are from the points and the m is the slope that is rise by run and b is the y intercept.

m is rise/run

m= 1-4/0-1

m=-3/-1

m=3

b is 4=3(1)+b

4=3+b

b=4-3

b=1

The equation of the line is y=3x+1

Therefore, The equation of the line is y=3x+1 when the line is on the graph of the given picture.

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The possible pairs of integers that has product -18 is: (9, -2), (18, -1), (6, -3), (3, -6), (2, -9)

We need to find the four possible pairs of integers that has product -18

Let x and y be two required integers.

Since the product is negative, one of the integer must be negative integer.

x      y          x*y

9    -2          -18

2     -9         -18

18    -1         -18

-1     18        -18

6      -3        -18

3      -6        -18

Therefore, the possible pairs of integers that has product -18 is: (9, -2), (18, -1), (6, -3), (3, -6), (2, -9)

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The composition f(-3) has a value of 1

The definition of the function is represented by the graph

So, we call the graph function f(x)

To find the function f(-3), we set the value of x in the function of the graph f(x) to -3

This is represented by

Calculate f(x), when x = -3

So, we look for the corresponsing points on the graph where x = -3

In this case;

The value of the function is 1 when the value of x is -3

This means that

f(-3) = 1

Hence, the value of the function is 1

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Answer:

0.14 (It would be divided by 10).

Step-by-step explanation:

Originally, our factors were 0.36 and 4. After modifying our problem, our factors are now 0.36 and 0.4. Comparing the original factors with the modified, we can see that there was no change done to 0.36. 4, on the other hand, has been divided by 10 ( [tex]0.4 = \frac4{10}[/tex] ).

We can rewrite [tex]0.36 \times 0.4[/tex] as [tex]0.36 \times 4 \times \frac1{10}[/tex]. Since we know 0.36 x 4 = 1.4, we can replace 0.36 x 4 with 1.4 in our modified problem, giving us [tex]1.4 \times \frac1{10}[/tex], which shows us that the product has now been divided by 10 as one of its factors was divided by 10.

Conclusion: Modifying one of the factors of a product using multiplication/division would also multiply/divide (respectively) the product by the same number.

-68 as a quotient of integers is -680/10.

The given integer is -68.

In arithmetic, a quotient is a quantity produced by the division of two numbers. The quotient has widespread use throughout mathematics, and is commonly referred to as the integer part of a division, or as a fraction or a ratio.

Here, -68/1

Multiply 10 to both the numerator and denominator, we get

= -680/10

= -68

Therefore, -68 as a quotient of integers is -680/10.

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Answer:600

Step-by-step explanation:

i think

Considering the figure < 4 ≅ < 5 alternate internal angles

Alternate internal angle theorem is a theorem that holds true when in the occurrence of parallel lines and a transversal line.

Some of the theorems occurring at this stage include

Using the figure.  alternate internal angle theorem proves that

This helps to complete the required proof that < 4 = < 5

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The two fractions which give the product of 5/6 are 1/3 and 5/2.

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the fraction is 5 / 6. The two fractions will be calculated as,

5 / 6 = ( 1 / 3)  x ( 5 / 2)

The product of the two fractions is,

( 1 / 3)  x ( 5 / 2) = 5 / 6

Therefore, the two fractions which give the product of 5/6 are 1/3 and 5/2.

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Answer:

Step-by-step explanation:

Dibuja una diagrama de cinta dividido en 3 y pinta 2 de los espacios

De nada :>

The probability is 0.6 that if randomly choosen none of them are senior.

acc to our question-

Hence,the probability is 0.6 that if randomly choosen none of them are senior.

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Answer:

Step-by-step explanation:

One example is a=-6 and b=3

-6/3=-2

-6*3=-18

-2 is greater than -18; the quotient is greater than the product in this case.

Another example is a=6 and b=3

6/3=2

6*3=18

2 is smaller than 18; the quotient is smaller than the product in this case.

The relation accepts reflexive, symmetry, and transitive.

Recall that a relation R is reflexive if the element (x, x) belongs to R for all elements X in the domain of R.

If (x, y) belongs to R, then follows that (y, x) must likewise belong to R, making the situation symmetric.

And it is transitive if (x, y) and (y, z) belongs to R necessarily implies that (x, z) belongs to R.

Given r is a relation on the set of all nonnegative integers R(a,b)

Reflexive - YES. A given number a will always have the same remainder when divided by 5.

Symmetric - YES. If a and b have the same remainder when divided by 5, then b and a are the same pair, so again they will have the same remainder.

Transitive - YES. If a and b as well as b and c have the same remainder when divided by 5, this is possible if both a and c also have the same remainder when divided by 5.

Therefore the relation accepts reflexive, symmetry, and transitive.

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The presense of a midpoint will result in congruent segments.

Congruent segments are just equal-length line segments. Congruent means similar. Congruent line segments are typically represented by drawing the same number of little tic lines perpendicular to the segments in the middle of the segments.

A congruent line segment is any line segment with equal measure. Congruent line segments, for example, are the sides of an equilateral triangle since they all have the same length.

When we insert a midpoint to a line segment, it divides the line into two equal portions. Because equal segments are congruent, we can say that congruent segments are generated.

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The value of the expression -5(-6k-6)-(-9k-10) in simplest terms is 39k + 40

An algebraic expression can be described as an expression that is made up of terms, variables, coefficients, factors and constants.

These expressions are also known to be composed of certain mathematical operations, such as;

We have the expression;

-5(-6k-6)-(-9k-10)

expand the bracket

-5(-6k - 6) + 9k + 10

collect like terms

30k + 30 + 9k + 10

Add the like terms

39k + 40

Hence, the value is 39k + 40

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The rationalization of the denominator of the given fraction gives 8 -2√3

From the question, we are to rationalize the denominator of the given fraction

The given fraction is

26 / (4+√3)

To rationalize the given expression, we will multiply both the numerator and the denominator of the fraction by the conjugate of the denominator.

The denominator is 4+√3

Thus,

The conjugate of the denominator is 4-√3

Now, multiply the numerator and the denominator by the conjugate.

That is,

(26 × (4-√3)) / ((4+√3) × (4-√3))

(104 - 26√3) / (16 - 3)

(104 - 26√3) / 13

= 104/13 - (26√3)/13

= 8 - 2√3

Hence,

The result of rationalizing is 8 -2√3

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Considering the figure the required angle is solved using the vertical angle theorem. The values are

The problem is solved considering this theorems

vertical angle theorem

According to this theorem, when two straight lines cross, they create two sets of linear pairs and the vertical opposite angles are equal.

solution for the missing angle

x + 70 + 60 = 180 sum of angles of a triangle

x = 50

Using vertical angle theorem

? + 88 + 50  = 180 sum of angles of a triangle

? = 180 - 88 - 50

? =  42

solution for the missing angle

x + 75 + 30 = 180 sum of angles of a triangle

x = 75

Using vertical angle theorem

? + 88 + 75  = 180 sum of angles of a triangle

? = 180 - 85 - 75

? =  20

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The equation of the parabola that similar to f(x) = [tex]7x^2[/tex] but the vertex is (3, 5) in the standard form is y = [tex]7(x-3)^2[/tex] + 5

The equation of the parabola

f(x) = [tex]7x^2[/tex]

The standard vertex form of a parabola is

y = [tex]a(x-h)^2[/tex] + k

The coordinates of the vertex of a parabola = (3, 5)

Where (h, k)  is the coordinates

From the given function of the parabola f(x) =  [tex]7x^2[/tex]

The value of a = 7

Substitute the values in the vertex form of a parabola

y = [tex]7(x-3)^2[/tex] + 5

Hence, the equation of the parabola that is similar to f(x) = [tex]7x^2[/tex] but the vertex is (3, 5) in the standard form is y = [tex]7(x-3)^2[/tex] + 5

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The Maximum and Minimum values of x is  = (3,30)

The maximum of a quadratic function occurs at

x = − b/2a

If  a is negative, the maximum value of the function is

f ( − b/2a).

f max x  =ax^2+bx+c occurs at

x = −b/2a

Finding the value of

x = −b/2a

Substitute in the values of a and b.

x = − 18/2(3)

Simplify

x = -3

Replace the variable x with -3 in the expression

f (-3) = -3(-3)^2+18(-3)+3

f(-3) = - 27 +54 +3

f(-3) = -30

f(3) = 30

The maximum   of -3x^2+18x+3 = (3,30)

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From the given table which represents the two system of linear function is given by y = -4x +10 and y = -3x +2 , the solution of the system of linear function is (x, y) = (8 , -22).

As given in the question,

Table which represents the system of linear function are as follow:

table 1:

x:      -4       -2        0       2

y:     26       18       10     2

table 2:

x:      -4       -2        0       2

y:     14       8         2      -4

For table1 :

System of linear function:

(x₁ , y₁) = (0,10)

(x₂ , y₂) = (2, 2)

Equation of linear function:

(y -y₁)/ (x-x₁) =(y₂ -y₁)/(x₂ -x₁)

⇒(y -10)/ (x-0) =(2-10)/(2-0)

⇒y-10 =-4(x)

⇒ y = -4x +10     __(1)

For table2 :

System of linear function:

(x₁ , y₁) = (0,2)

(x₂ , y₂) = (2, -4)

Equation of linear function:

(y -y₁)/ (x-x₁) =(y₂ -y₁)/(x₂ -x₁)

⇒(y -2)/ (x-0) =(-4-2)/(2-0)

⇒y-2 =-3(x)

⇒ y = -3x +2     __(2)

Solve system of linear function (1) and (2) we get,

-4x +10 = -3x +2

⇒4x -3x =10 -2

⇒x =8

⇒y = -4(8) +10

     = -22

(x, y) = (8 ,-22)

Therefore, from the given table which represents the two system of linear function is given by y = -4x +10 and y = -3x +2 , the solution of the system of linear function is (x, y) = (8 , -22).

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Answer:

D

Step-by-step explanation:

trust

Answer:

Step-by-step explanation:

The number of hours it is suggested to study is 8.5 hours using the concept of the equation.

Equations are logical assertions in mathematics that have two algebraic expressions on either side of an equals (=) sign. LHS = RHS (left-hand side = right-hand side) appears in all mathematical equations. The value of an unknown variable, or unknown quantity, can be determined by solving equations.

Given,

The given linear equation P = 6.31H + 41.5, is used to predict the points earned P.

Also P = 95,

Now, we will find the value of H by using LHS=RHS

95 = 6.31H+41.5

Subtract 41.5 from both sides,

53.5 = 6.31H

Now, divide both sides by 6.31,

8.5 = H

Therefore, the number of hours it is suggested to study is 8.5 hours.

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The inverse function is given as s⁻¹ = [tex]\frac{t^2+4t-12}{t^2-9t+14}[/tex] and the equation represents the average sales each day for the real estate company would be [tex]s^{-1}=\frac{t+6}{t-7}[/tex].

What is an equivalent expression?

The equivalent is the expression that is in different forms but is equal to the same value.

A real estate company balances the books for its business on the first day of each month.

It hopes to sell houses every other day of the month.

The average number of houses, S, the company sells each day, t is represented by the inverse of the function given below.

               [tex]s^{-1}=\frac{t^2+4t-12}{t^2-9t+14}[/tex]

Then the inverse function can be written as

                   [tex]s^{-1}=\frac{t^2+4t-12}{t^2-9t+14}\\\\s^{-1}=\frac{t^2+6t-2t-12}{t^2-7t-2t+14}\\\\s^{-1}=\frac{(t+6)(t-2)}{(t-7)(t-2)}\\\\s^{-1}=\frac{t+6}{t-7}[/tex]

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Answer:

C. [tex]S=\frac{7t+6}{t-1}[/tex]

Step-by-step explanation:

I got it right on the exam.

First, take the equation and inverse it, replace and t with y and the y with t

[tex]y=\frac{t^{2}+4t-12}{t^{2}-9t+14} \\\\t=\frac{y^{2} +4y-12}{y^{2}-9y+14}[/tex]

Then, factor both the top and bottom

[tex]t=\frac{(y+6)(y-2)}{(y-7)(y-2)}[/tex]

You see that there is a duplicate of the (y-2) in the numerator and denominator, so they cancel out,

[tex]t=\frac{(y+6)}{(y-7)}[/tex]

Now you can start getting the y alone to make an equation,

[tex]t(y-7)=\frac{(y+6)}{(y-7)} (y-7)\\t(y-7)=(y+6)[/tex]

[tex]ty-7t=y+6\\ty-7t-y+7t=y+6-y+7t\\ty-y=7t-6\\y(t-1)=7t-6\\\frac{y(t-1)}{(t-1)} =\frac{7t-6}{t-1} \\y=\frac{7t-6}{t-1}[/tex]

The input value x in the function j(x) = 3-x as j(x) equals -5 is 8.

A function is simply a relationship that maps one input to one output.

Given the function in the question;

To determine the value x or input value, equate the function to -5 and solve for x.

j( x ) = 3 - x

j( x ) = -5

-5 = 3 - x

Add 5 to both sides

-5 + 5 = 3 + 5 - x

0 = 8 - x

Add x to both sides

0 + x = 8 - x + x

x = 8 - x + x

x = 8

Therefore, the value of x is 8.

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Answer: I'm pretty sure this is the same question. https://brainly.com/question/16428516

The number problems solved by the little Monsters  of Beast Academy in March's meet is 15.

The problem is a simultaneous equation of two unknowns with two equations.

The equations are formed as follows

let the number of questions solved by little Monsters  of Beast Academy in

In November's Math Meet, the Little Monsters of Beast Academy solved $\frac{1}{5}$ of the problems = y/5

In March's Math Meet, they solved $\frac23$ of the problems = 2x/3

Hence:

y/5 + 2x/3 = 12

x + y = 30

solving the equation gives

x = y = 15

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Answer:

Decagon

Step-by-step explanation:

Because it has 10 sides.

Answer:

Its a Decagon

Step-by-step explanation: