Lola says these two expressions have the same value.

Expression A
Expression B
Left-bracket (StartFraction a Over b EndFraction) Superscript negative 4 Baseline Right-bracket Superscript 0
Left-bracket (StartFraction a Over b EndFraction) Superscript 0 Baseline Right-bracket Superscript negative 4

Which explains whether Lola is correct?

The equation for parallel line is equation is y= -1/5x - 9/2.

A line's slope is determined by how its y coordinate changes in relation to how its x coordinate changes. y and x are the net changes in the y and x coordinates, respectively. Therefore, it is possible to write the change in y coordinate with respect to the change in x coordinate as,

m = Δy/Δx where, m is the slope

Given:

Passing point (3, 2) and equation is y = -1/5 x - 3.

First, the slope of given equation is m = -1/5.

Now, the parallel line will have same slope as m= -1/5.

Then, using slope intercept form

y= mx + b

2 = -1/5(2)- b

2 + 5/2 = -b

-b = 9/2

b= -9/2

Hence, the equation is y= -1/5x - 9/2.

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The scale factor is 3. The segment JA' is a transformation of JA.

What is the scale factor?

A scale factor is defined as the ratio of the scale of a given original object to the scale of a new object that is its representation but of a different size (bigger or smaller). For example, we can enlarge a rectangle with sides of 2 cm and 4 cm by multiplying each side by a number, say 2.

The unit of scale factor is unitless.

Given that the length of the segment JA is 7 in. and the line segment JA' is 21 in.

The ratio of the final length and the original length is the scale factor.

Therefore, JA'/JA = 21/7 = 3

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Answer:

21/10

Step-by-step explanation:

42/20

divide both numerator and denominator by 2

=21/10

Parallel lines are two or more lines in a plane that never intersect.

A transversal is a line that intersects two or more lines.

Algebra is the branch of mathematics that studies the rules of operations and relations and the constructions and concepts arising from them.

When two parallel lines are intersected by a transversal, various geometric relationships between the angles of the transversal and the lines can be observed. This leads to algebraic equations that can be used to describe and solve problems related to these relationships. For example, the angles of the transversal that form opposite angles with the parallel lines can be used to calculate the measure of the angles formed by the parallel lines themselves.

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Answer:

A) 460+62x=1142

B) 11

Step-by-step explanation:

B: To find the answer you have to subtract 460 from 1142. And the divide the result by 62 to get your answer.

$52,000 times 3.0 equals a yearly raise of $1,560.

We must divide the value by the entire value to find the percentage, and then multiply the resulting number by 100.

Work out the difference (reduction) between the two numbers you are comparing before calculating the percentage drop. Then, increase the result by 100 after dividing the decrease by the initial number. The outcome expresses the change as a percentage, or the change in percentage.

Let's begin with our hypothetical $52,000 employee. According to our calculation, a 3 percent raise would be as follows:

$52,000 times 3.0 equals a yearly raise of $1,560.

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Answer:

TS

Step-by-step explanation:

QT≅TS because QS is bisected by PR

A possible second point with a y-coordinate of 8 is equal to 5.

In Mathematics, the slope of a straight line can be calculated by using this this mathematical expression;

Slope, m = (Change in y-axis, Δy)/(Change in x-axis, Δx)

Slope, m = (y₂ - y₁)/(x₂ - x₁)

From the information provided above, we have the following slope and data points on the line:

Points on x-axis = (1, 2).

Points on y-axis = (_, 8).

Slope, m = 3/2

Substituting the given points into the slope formula, we have the following;

Slope, m = (y₂ - y₁)/(x₂ - x₁)

3/2 = (8 - 2)/(x₂ - 1)

3/2 = 6/(x₂ - 1)

Cross-multiplying, we have:

3(x₂ - 1) = 12

x₂ - 1 = 12/3

x₂ - 1 = 4

x₂ = 4 + 1

x₂ = 5

In conclusion, we can logically deduce that the second point (x₂) is 5.

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Answer: The order of operations, also known as PEMDAS (Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction) should be followed to get the correct result.

-3(2) = -6

2^2 = 4

3(-2) = -6

-6 + 4 + (-6) = -8

Therefore, "-3(2)+2^2+3(-2) = -8"

Step-by-step explanation:

Quick Answer:

The order of operations, also known as PEMDAS (Parentheses, Exponents, Multiplication and Division, and Addition and Subtraction), should be followed to obtain the correct result.

The answer is -8

Explanation:

PEDMAS stands for :

P = Parentheses

E = Exponents

M = Multiplication

D = Division

A = Addition

S = Subtraction

So,

-3(2) = -6

2^2 = 4

3(-2) = -6

-6 + 4 + (-6) = -8

As a result, the correct response is, -8

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On assuming the given Hexagons are similar then the changes that will result in pair of Non Similar Hexagons is :

(c) adding 15° to angles G, H, and I and subtracting 15° from angles J, K and L .

The Hexagons are said to be similar if they have matching sides in the same proportion .

If the same operation is performed on every side of the hexagon , then the hexagon will remain similar ,

So , from the given operation , the operation that is not performed on each side or on each hexagon , it will result in  Non similar hexagon .

The operation performed in option (c) performs addition on G, H, I and subtraction on angles J, K, L .

Therefore , it will result in Non Similar Hexagons .

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Probability refers to potential. It is a field of mathematics that examines how random events occur.

Given data :

Let us break down the problem and first look at the situation.

a ) Out of 7 stops 5 peoples can depart any of the stop. So the possible outcomes is 7

b) the probability that no two passengers leave at the same bus stop, we have to pick 2/5 out of 7 possibilities.

c ) Multiple passengers can get down at a stop, or none may get down at a stop.

The number of possibilities 1 passenger can alight, given there are 7stops: 7C1 = 7.

Since there are 5 such passengers, with each of them having 7 possibilities, we multiply the number of possibilities = 7 x 7 x 7 x 7 x 7 = 7^5

Thus, the number of ways these 5 people can leave the bus is 7^5.

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B. discrete quantitative data is correct answer.

Because shoe size may only take on specific values, such as 5, 5.5, 6, 6.5, etc., it is a discrete type of quantitative data.

Discrete refers to anything unique or separate. The values that fall under integers or whole numbers are contained in the discrete data. Discrete data include things like the overall number of students in the class. There is no way to convert these data into decimal or fractional values. The discrete data cannot be subdivided because they are countable and have finite values. Typically, a bar graph, number line, or frequency table is used to depict these data.

The number of needle sticks, the number of pregnancies, and the number of hospitalizations are a few examples of discrete quantitative variables.

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P Q R S, a square with the vertices P (5, 4), Q (2, 8), R (6, 1), and S (-1, -3), is equal to 2, -4. Consequently, S"s coordinates will be ( 1 , 3 ).

The vertex positions of the square P Q R S are P(-5, 4), Q(2, 8), R(6, 1), and S(-1, -3). The rule to rotate a point by 180 degrees about the origin is (x, y) → (-x, -y) This rule dictates that the image's new coordinates are P(-5, 4) ⇒ P' ( 5 , -4 ) , Q(2, 8) ⇒ Q' ( -2 , -8 ) , R(6, 1) ⇒ R' ( -6 , -1 ) , S(-1, -3) ⇒ S' (1 , 3 )

Consequently, S"s coordinates will be ( 1 , 3 ).

pre-images, singular pre-images (mathematics) The set of all domain elements that are mapped into a certain subset of the co-domain for a given function;ƒ : X → Y and a subset B ⊆ Y, the set ƒ−1(B) = {x ∈ X : ƒ(x) ∈ B}.

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The value of C is 95. This is because the 95% confidence interval  for the proportion of all residents in the city who approve of the mayor's job performance is 0.565 to 0.695.

To calculate the confidence interval, the formula is used:

CI = p +/- Z * √(p(1-p)/n)

Where p is the proportion of all residents in the city who approve of the mayor's job performance from the sample, Z is the critical value, and n is the sample size.

In this case, p = 0.63, n = 100, and Z is the critical value associated with a 95% confidence interval, which is 1.96.

Plugging these values into the formula, we get:

CI = 0.63 +/- 1.96 * √(0.63(1-0.63)/100)

This yields a confidence interval of 0.565 to 0.695, so the value of C is 95.

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The distance of the given point ( -3 , 5 ) from y - axis is equal to 3 units in the left direction ( negative x-axis).

As given in the question,

Given coordinates points in the coordinate plane is given by :

( - 3 , 5 )

Let us consider a horizontal line with the given coordinates on y - axis.

Coordinates on y-axis of the horizontal line are:

( 0 ,5 )

Distance between ( -3 ,5 ) and ( 0 , 5 ) is equal to :

= √ ( 5 - 5)² + ( 0 -(-3))²

= √ 9

= ±3

(-3,5) is in the second quadrant which is in the left direction of y-axis.

Therefore, the distance between the given point and y-axis is given by 3 units in the left direction.

The above question is incomplete , the complete question is :

Find the distance of the point (-3,5) from y-axis.​?

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The value for x is 53 given the total area of the parallelogram and the triangle is 120 square meters.

To find the area of the parallelogram and the triangle, we can use the formulas for the area of a parallelogram and the area of a triangle. The area of a parallelogram is base times height, so in this case it would be 1298 = 1032 square meters.

The area of a triangle is (1/2) base heights, so for this case, it would be (1/2)1298 = 520 square meters. To find the value of x, we can use the given information that the total area of the parallelogram and the triangle is 120 square meters.

We can set up an equation: 1032 + 520 = 120. Solving for x, we get x = 53.

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The difference quotient is: (f(x) - f(1)) / (x - 1) = (x + 3/x + 1 - (1 + 3/1 + 1)) / (x - 1) = (x + 3/x + 1 - 4/2) / (x - 1) = (x + 3 - 2x) / (x^2 - x - 2).

The difference quotient is a way to approximate the rate of change of a function at a given point. To evaluate the difference quotient for a given function, we need to take the ratio of the change in the function's output to the change in its input.

Given the function f(x) = x + 3/x + 1, the difference quotient is:

(f(x) - f(1)) / (x - 1) = (x + 3/x + 1 - (1 + 3/1 + 1)) / (x - 1) = (x + 3/x + 1 - 4/2) / (x - 1) = (x + 3 - 2x) / (x^2 - x - 2)

This is the simplified form of the difference quotient.

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Answer: The central idea does not convey a universal message.

Step-by-step explanation:

The central idea is exactly what it is the overall idea of the text. The theme is the message the author is trying to convey.  

Hope this helps!

Answer:

Hi!

midpoint formula x1+x2/2 , y1+y2/2

now by subsituting the values

-3+1/2 , -3+2/2

the coordinates of midpoint are (x,y) = (-1,-1/2)

The lines are not parallel because the slope of the lines are not the same

The equation of a line is expressed as y = mx + b where m is the slope and b is the y-intercept

And y - y₁ = m ( x - x₁ )

y = y-coordinate of second point

y₁ = y-coordinate of point one

m = slope

x = x-coordinate of second point

x₁ = x-coordinate of point one

The slope m = ( y₂ - y₁ ) / ( x₂ - x₁ )

Given data ,

Let the equation of line be represented as A

Now , the value of A is

Line a : 4y + x = 8   be equation (1)

On simplifying the equation , we get

Subtracting x on both sides of the equation , we get

4y = -x + 8

Divide by 4 on both sides of the equation , we get

y = -x/4 + 2

So , the slope of the line a is m = -1/4

Line b : 2y + x = 4   be equation (2)

On simplifying the equation , we get

Subtracting x on both sides of the equation , we get

2y = -x + 4

Divide by 2 on both sides of the equation , we get

y = -x/2 + 2

So , the slope of the line a is m = -1/2

Line c : 2y = -3x + 6   be equation (3)

On simplifying the equation , we get

Divide by 2 on both sides of the equation , we get

y = -3x/2 + 3

So , the slope of the line a is m = -3/2

Now , the slopes of the lines are not same

Hence , the lines are not parallel

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​Extraneous Solutions arise due to the squaring of both sides of a square root equation which will result in 2 solutions (the positive and negative number).

When you are solving equations with square roots, you have to always check whether your answer is correct by substituting with the variable. If the solution does not support the equation it is known as an extraneous solution.

One of the numbers in the solution of an extraneous problem will be an extraneous solution or an extra solution which does not fulfil the original equation.

For example,

x = 4 (original equation)

Squaring both sides of the equation

x² = 16

x = -4, 4

Substituting x = -4 into the original equation

-4 is not equal to 4

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No, the ordered pair (-2, 2) is not a solution of the linear inequality because it does not satisfy the inequality.

An ordered pair is a pair of numbers that are related to each other in a specific order. An ordered pair can be used to represent a point on a graph. In order for an ordered pair to be a solution of a linear inequality, it must satisfy the inequality. This means that the ordered pair must make the inequality true when it is substituted into the equation. For example, if the linear inequality is "x + 2 > 3," then for (-2, 2) to be a solution, it must make the inequality true. This would mean that -2 + 2 > 3, which is not true, so (-2, 2) is not a solution of the linear inequality.

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The McMichael paid cost per ticket of $12.5 to see sing 2

An equation is an expression showing the relationship between two or more numbers and variables. An equation can either be linear, quadratic, cubic and so on depending on the degree.

Let x represent the cost of each ticket.

Every ticket costs the same price and they spend a total of $100. 8 people attended, hence:

8 * x = 100

8x = 100

Dividing both sides of the equation by 8:

8x / 8 = 100 / 8

x = 12.5

The cost per ticket was $12.5

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The age of the rock is 4.5 billion years. Since the ratio of the remaining amount of uranium-238 is half of the original amount.

What is decay?

The half-life of a quantity is the time it takes to reduce to half of its initial value. In nuclear physics, the term is commonly used to describe how quickly unstable atoms undergo radioactive decay or how long stable atoms survive. The term is also used to describe any type of exponential decay in general.

Given that a rock that originally had a mass of 1.00 gram.

The formula of decay is

A(t) = A₀ (0.5)^(t/ti)

Putting A₀ = 1.00 gram, A(t) = 0.50 gram, ti = half life = 4.5  billions = 4500000000.

0.50 = 1 (0.5)^(t/4500000000)

0.5 = (0.5)^(t/4500000000)

Taking logarithm function on both sides:

log (0.5) = log[(0.5)^(t/4500000000)]

Applying the power rule of logarithm:

log (0.5) = (t/4500000000)]log[(0.5)

Cancel out log (0.5) from both sides:

1 = t/4500000000

t = 4500000000

t = 4.5 billions

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So, none of these sides can be the sides of a right triangle.

In a right triangle, one of the sides is the hypotenuse and the other two sides are called legs. The hypotenuse is always the longest side and the side opposite the right angle. The two legs are the shorter sides and the sides that form the right angle.

In the given triangle 2.5 cm, 6.5 cm, 6cm none of these sides can be the sides of a right triangle because according to the Pythagorean theorem, In a right angled triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides.

So, for a right angled triangle with legs of 6cm and 6.5cm the hypotenuse must be greater than 6.5cm and smaller than sqrt(6^2 + 6.5^2) = 8.66cm but the hypotenuse is 2.5cm which is less than 6.5 cm. So it is not a right triangle.

It is important to note that in a right triangle, one of the angles is always 90 degrees and is called the right angle. The side opposite to the right angle is the hypotenuse and the other two sides are the legs.

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23/4 is the correct answer for your question

Answer:

[tex]\frac{23}{4}[/tex]

Step-by-step explanation:

First, since the fraction part of 5 3/4 ( 3/4 ) the denominator or the bottom number will be the bottom of the fraction.. :

[tex]\frac{x}{4}[/tex]

Now lets multiply 5x4=

20…

Now remember that the original number was 5 3/4, well since there was a 3 on top of the 4 ( or the numerator ) were gonna add:

20+3=

23…

Put 23 on top of 4..

[tex]\frac{23}{4}[/tex]

Boom! There you go!

(a) There are four aces in a standard deck of playing cards: the ace of clubs, the ace of diamonds, the ace of hearts, and the ace of spades.

There are 48 cards that are not queens, so there are 4 × 48 = 192 ways to pick two successive cards from a deck of playing cards so that the first is an ace and the second is not a queen.

(b) There are 13 spades in a standard deck of playing cards, but one of them is the queen of spades.

Therefore, there are 12 spades that are not queens, so there are 12 × 48 = 576 ways to pick two successive cards from a deck of playing cards so that the first is a spade and the second is not a queen.

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