x(z + 3) + 1 + 3 − y; use x = 6, y = −5, and z = 2

Answer:

y = -5x + 1

Step-by-step explanation:

Y= mx +b

m = slope

b = y-intercept

y =  -5x + 1

Answer:

y = -5x + 1

Step-by-step explanation:

Seeing the words "slope" and "y-intercept," I jump immediately to the slope-intercept form of the equation of a straight line:  y = mx + b.

Here we have m = -5 and b = 1:

y = -5x + 1

Answer: D. The data are continuous because the data can take on any value in an interval.

Step-by-step explanation: When distinguishing between quantitative variables, they could be classed as either discreet or continuous. This difference between a discreet and continuous variable lies in whether the variable has a finite number of values or not. When a variable can only take up a certain number of values usually while numbers within a certain interval, then such varibak eis said to be finite. On the other hand variables which can take up any value within an interval are said to be continuous as they can take up an uncountable number of values within an interval. When weight is being recorded, it could take up an infinite number of values including decimal within an interval making it difficult to ascertain the number of possible values within the interval.

Answer:

-5

Step-by-step explanation:

think of it on a number line the number furthest to the left is always the smallest and the numbers to the right are bigger

Answer:

-5

Step-by-step explanation:

On a number line, there are negative and positive numbers.

The numbers -2, -4, and -5 are negative (see the little dash sign - ? that's negative).

2 is positive (you see no sign or a plus + before it).

The number line is a good way to learn negative and positive numbers.

go left, and the numbers go smaller

go right and they get bigger

-5 is the smallest since it is the most far left on the number line.

Answer:

Step-by-step explanation:

[tex]2\sqrt{8}+\sqrt{8}\\\\\mathrm{Add\:similar\:elements:}\:2\sqrt{8}+\sqrt{8}=3\sqrt{8}\\\sqrt{8}=2\sqrt{2}\\\\=3\times\:2\sqrt{2}\\\\=6\sqrt{2}[/tex]

Answer:

p = 8.8d + 16

Step-by-step explanation:

P=2(l+w)

p = 2((4.4d - 4.3) + (7.60 +4.7))

p = 8.8d + 16

Answer:

47°

Step-by-step explanation:

Given that m<NLO = 41°, and m<NLM = 88°, according to angle addition postulate, m<OLM + m<NLO = m<NLM

Therefore, subtracting m<NLO from both sides will give us:

m<OLM = m<NLM - m<NLO

m<OLM = 88° - 41°

m<OLM = 47°

Answer:

  10x -17

Step-by-step explanation:

The perimeter is the sum of the side lengths:

  P = (5x -7) +(3x -4) +(2x -6)

Grouping like terms can make simplification easier:

  P = 5x +3x +2x -7 -4 -6

  P = 10x -17

Each decimal word problem involves multiplication of a whole number with a decimal number. ... These decimal worksheets emphasize decimal multiplication and division. The perfect blend of word problems makes the grade 6 and grade 7 children stronger in performing the multiplication and division operation.

Its 1/5.

Parallel lines have the same slope.

Hope this helps.

Answer:

The slope of the green line (and of the red one as well) is:

[tex]\frac{1}{5}[/tex]

Enter it as 1/5 as suggested

Step-by-step explanation:

Recall that parallel lines have the same slope. Therefore we can find the slope of either line and that will be the slope of the other line as well.

So if we use the two point given on the red line: (5,4) and (0,3)

We can find the slope of the segment joining them via the slope equation:

[tex]slope=\frac{4-3}{5-0} =\frac{1}{5}[/tex]

Answer:

26 as a binary number is 11010

Answer:

3.5 cm

Step-by-step explanation:

Given the question:

A circular arc has measure 8 cm and is intercepted by a central angle of 2.3 radians. Find the radius of the circle. Do not round any intermediate computations, and round your answer to the nearest tenth.

Central angle in radian (θ) = 2.3 radian

Length of arc (s) = 8cm

Recall:

Length of arc (s) = radius (r) × central angle (θ)

8cm = radius × 2.3 rad

radius = 8 / 2.3

Radius = 3.478 cm

Radius = 3.5 cm

Answer:

146 pounds

Step-by-step explanation:

He starts at 156 pounds.

1st week: He loses 4 pounds, indicating 156 - 4, or 152.

2nd week: He gains 2 pounds, indicating 152 + 2, or 154.

3rd week: He loses 5 pounds, indicating 154 - 5, or 149.

4th week: He loses 3 pounds, indicating 149 - 3, or 146.

Answer:

C

Step-by-step explanation:

So we have the expression:

[tex]((-3)^2)^3[/tex]

Use the power of a power property, where:

[tex](a^b)^c=a^{b\cdot c}[/tex]

So:

[tex]((-3)^2)^3=(-3)^{2\cdot 3}[/tex]

Simplify:

[tex]=(-3)^6[/tex]

Our answer is C

Answer:

(-3)⁶

Step-by-step explanation:

( (-3)² )³

= (-3)⁽²⁾⁽³⁾

= (-3)⁶

Answer:

0.40

Step-by-step explanation:

Given the following :

Correlation between monozygotic twins (MZ) = 0.50

Correlation between dizygotic twins (DZ) = 0.30

Heritability Coefficient is obtained by multiplying by 2, the difference between the monozygotic correlation and dizygotic correlation.

Therefore, Heritability coefficient of schizophrenia :

2 × (monozygotic - dizygotic)

2 × (0.50 - 0.30)

2 × (0.20)

= 0.40

Answer:

[tex] \frac{8}{9}n - 1\frac{1}{3} [/tex]

Step-by-step explanation:

To find the expression that is equivalent to [tex] \frac{4}{9}(2n - 3) [/tex], let's simply as follows:

[tex] \frac{4}{9}(2n) - \frac{4}{9}(3) [/tex] (distributive property of multiplication)

[tex] \frac{4*2n}{9} - \frac{4*3}{9} [/tex]

[tex] \frac{4*2n}{9} - \frac{4*1}{3} [/tex]

[tex] \frac{8n}{9} - \frac{4}{3} [/tex]

[tex] = \frac{8}{9}n - 1\frac{1}{3} [/tex]

[tex] \frac{8}{9}n - 1\frac{1}{3} [/tex] is equivalent to [tex] \frac{4}{9}(2n - 3) [/tex].

Answer:

[tex]x>6[/tex]

Step-by-step explanation:

So we have the inequality:

[tex]-5\sqrt{x-2}<-10[/tex]

Divide both sides by -5. Since we're dividing by a negative, the sign changes:

[tex]\sqrt{x-2} >2[/tex]

Square both sides:

[tex]\sqrt{x-2}^2>2^2\\x-2>4[/tex]

Add two to both sides:

[tex](x-2)+2>4+2\\x>6[/tex]

Therefore, x>6.

However, the expression under the square root cannot be negative. Therefore, there is another inequality. Set the expression under the square root to greater than or equal to 0:

[tex]x-2\geq 0[/tex]

Add 2 to both sides:

[tex]x\geq 2[/tex]

However, previously, we determined that x must be greater than 6. That overrules this, so we will ignore it.

Thus, the answer is:

[tex]x>6[/tex]

So, drag the fourth option onto 6 on the line. This is an open circle and points to the right, so it includes all values greater than 6 not including 6.

Answer:

x > 6

Step-by-step explanation:

Drag the fourth option onto 6 on the line. This is an open circle and points to the right, so it includes all values greater than 6 not including 6.

Answer:

r = 6

Step-by-step explanation:

34 = 7r - 8

+8 .       +8  

42 = 7r

__ .  __

7 .     7

6 = r  

Answer:

We have this equation:

[tex]x^2 = 169[/tex]

What we do is a square root on both sides, so we get:

[tex]\sqrt{x^2}=\sqrt{169}[/tex]

[tex]x = \sqrt{169}[/tex]

And now, we calculate the square root, remember tehre are always two results when the root index is even:

[tex]\bold{x_1 = 13}[/tex]

[tex]\bold{x_2 = -13}[/tex]

As 13 * 13 = (-13)*(-13)

Answer:

I guess both A and B since they have the same exact answer: ±13

Step-by-step explanation:

The square root of any positive number is both the positive (+) version of the root and the negative (-) version of the root.

169 is a perfect square and its positive square root is 13, but you must also include its negative square root, -13, so the roots of this equation are ±13.

That means both answer choices A and B are correct, since they are exactly the same.

Answer:

43 and 5

Step-by-step explanation:

Let's let the two unknown numbers be a and b.

Their sum is 48, therefore:

[tex]a+b=48[/tex]

And their difference is 38. In other words:

[tex]a-b=38[/tex]

We now have a system of equations. To solve, we can use substitution. First, add b to both sides in the second equation:

[tex]a=38+b[/tex]

Substitute this into the first equation:

[tex](38+b)+b=48[/tex]

Combine like terms:

[tex]2b+38=48[/tex]

Subtract 38 from both sides:

[tex]2b=10[/tex]

Divide both sides by 2:

[tex]b=5[/tex]

So, one of the numbers is 5.

The sum of them is 48. Therefore, the other number is 48-5 or 43.

So, our two numbers are 43 and 5.

And we're done!

Answer:

5 and 43

I hope this helps!

Answer:

michelle made more money

Step-by-step explanation:

Answer: 11 yds

Step-by-step explanation: 1 yd=3 ft

Answer:

11 yards is the correct answer

Step-by-step explanation:

a yard = 3 feet

33/3 = 11 yards

Answer:

terminating decimals

Step-by-step explanation:

All of the fractions (4/5, 1/2) can go into 100 so they are all termination

and 34.2 is a terminating decimal.

12 is also terminating

Answer:

[tex] x^2 - 12x [/tex]

Step-by-step explanation:

The given rectangle had a length (l) of (x - 12), and a width (w) of x.

Area of rectangle = [tex] l * w [/tex]

Therefore, the expression representing the are if the given rectangle is:

[tex] Area_{rectangle} = (x - 12)*x [/tex]

[tex] Area_{rectangle} = x*x - 12*x [/tex]

[tex] Area_{rectangle} = x^2 - 12x [/tex]

The expression for the area = [tex] x^2 - 12x [/tex]

The value of the number falls as the denominator rises, and the product of 1/4 and 1/5 is smaller than each factor.

Fraction number consists of two parts, one is the top of the fraction number which is called the numerator and the second is the bottom of the fraction number which is called the denominator.

The complete question is:

Why is the product of 1/4×1/5 less than each factor

It is given that:

Two fractions are given:

1/4 = 0.25

1/5 = 0.20

1/5 < 1/4

The product of the two fractions: 1/4 and 1/5

= (1/4)(1/5)

= 1/20

Because the value of the number falls as the denominator rises, the product of 1/4 and 1/5 is smaller than each factor.

Thus, the value of the number falls as the denominator rises, and the product of 1/4 and 1/5 is smaller than each factor.

Learn more about the fraction here:

brainly.com/question/1301963

#SPJ2

Answer:

2/17

Step-by-step explanation:

Given, [tex] \frac{16}{17} - \frac{14}{17} [/tex], to find the difference, first look for the common denominator of both fractions.

Common denominator of both fractions is 17.

Divide the common denominator by the denominator of each fraction, then multiply the result by its numerator and solve as follows:

[tex] \frac{1(16) - 1(14)}{17} [/tex]

[tex] \frac{16 - 14}{17} [/tex]

[tex] \frac{2}{17} [/tex]

The answer is 2/17

[tex] \frac{16}{17} - \frac{14}{17} [/tex] = 2/17

Answer: -4s-8.5

Step-by-step explanation:

-(4s+8.5)

you need to change all the signs in the parentheses that is after a negative (-) sign.

-4s-8.5

since the signs of 4s and 8.5 are all positive (+), we need to change it to its opposite which is negative (-)

Hope this helps!! :)

Please let me know if you have any question

Answer:

0.0792

Step-by-step explanation:

Probability is the likelihood that an event is going to occur. The formula for probability is:

Probability = number of favorable outcomes / total number of outcomes.

Normally in a year there are 365 days and in the month of February there are 28 days but during a leap year there are 366 days in the year and 29 days in the month of February.

Probability that a selected day of a leap year is in February = 29 / 366 = 0.0792

The probability that a selected day of a leap year falls in February is 0.0792

Answer:

a) true

Step-by-step explanation:

In case when the interest is compounded on an annually so the amount of money that is accumulated in year 1 would remain the same if there is a simple interest or compound interest situation.

Therefore the given case should be true and hence, the same is to be considered

hence, the correct option is a. true

4(x + 2) = 26

(x + 2) = 26/4

x + 2 = 6.5

x = 4.5