help answer and explantion

Answer:

first one looks correct

The equation in the slope-intercept form is:

y = 8 + (3/2)x

Herewe have the linear equation:

3x - 2y = -16

And we want to write it in the slope-intercept form.

To do that, we need to isolate the variable y.

We will get:

3x - 2y = - 16

-2y = -16 - 3x

y = (-16/-2) + (-3/-2)x

y = 8 + (3/2)x

That is the equation written in the slope-intercept form.

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Answer:

2 and 5 hundredths

Step-by-step explanation:

3 - 1 = 2

14 hundredths - 9 hundredths = 5 hundredths

hence you get 2 and 5 hundredths

The total space required for representing the sparse matrix A using the triplet and orthogonal chain representations, assuming 2 bytes of memory to store an integer, is 20 bytes for the triplet representation and 32 bytes for the orthogonal chain representation.

To represent the given sparse matrix A using the triplet representation, we need to store the non-zero elements along with their corresponding row and column indices. Counting the non-zero elements, we find that there are 7 non-zero elements in the matrix.

For each non-zero element, we need to store its value, row index, and column index, which requires a total of 3 integers or 6 bytes (assuming 2 bytes per integer). Therefore, the total space required for the triplet representation is 7 * 6 = 42 bytes.

To represent the matrix using the orthogonal chain representation, we need to consider the structure of the matrix and create linked lists for each row and column.

We start by creating a node structure that contains the value, row index, and column index of each non-zero element, along with a pointer field that points to the next element in the row or column.

For the given matrix A, we have the following non-zero elements:

(2, 2), (3, 1), (3, 2), (3, 3), (3, 4), (4, 2), and (5, 1).

To represent these elements using the orthogonal chain representation, we create two linked lists: one for rows and one for columns. The node structure for each element requires 12 bytes (2 bytes for each integer and 4 bytes for the pointer field).

For the rows linked list, we need 7 nodes, each with 12 bytes, totaling 7 * 12 = 84 bytes. For the columns linked list, we also need 7 nodes, resulting in another 84 bytes. Therefore, the total space required for the orthogonal chain representation is 84 + 84 = 168 bytes.

In summary, the total space required for representing the sparse matrix A using the triplet representation is 42 bytes, while the orthogonal chain representation requires 168 bytes.

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The latest time for pickup, found by converting the 150 minutes maximum time provided by the school, from minutes to hours is about 5:45 pm

Minutes can be converted into hours by dividing the number of minutes by 60, which is the number of minutes in an hour.

The time that school ends = 3:15 pm

The latest time for pick up after school care = 150 minutes after school ends

Therefore, the latest time for pick up after school care = 3:15 pm + 150 minutes

60 minutes = 1 hour

150 minutes = (1/60) × 150 = 2.5

The latest for pick up = 3:15 pm + 2.5 hours = 5:45 pm

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Answer:

D: 40 degrees

Step-by-step explanation:

if the arc going from B to A to C is 320 degrees then 40 degrees is added to that to make 360 degrees so it is 40.

Answer:

Step-by-step explanation:

G is the centeroid of the triangle. G splits AE in the ratio 2 : 1

AG : GE = 2 : 1

AG = 2x  and GE = x

2x = 20

x = 20/2

x = 10

GE = 10 ; AG = 20

AE = 20+10 = 30

CG : GD = 2:1

CG = 2x  and GD = x

2x = 10

x = 10/2

x = 5

GD = 5

BF = 30

BG : GF = 2 : 1

BG = 2x  ; GF = x

BF = 30

BG + GF = 30

2x + x = 30

3x = 30

x = 30/3

x = 10

GF = 10

In an instruction like "z = x y," the symbols x, y, and z are examples of variables.

Variables are placeholders that represent unknown or changing values in mathematical expressions or equations. They allow us to generalize mathematical relationships and solve problems using algebraic methods.

In mathematics, variables are symbols that represent unknown or varying quantities. They are used to express mathematical relationships, equations, and formulas.

In the given instruction "z = x y," the symbols x, y, and z are variables.

In this case, x and y represent the input values, and z represents the output or result of the mathematical operation defined by the equation.

Variables are used extensively in algebra to solve equations, manipulate expressions, and analyze mathematical relationships. They enable us to express and solve problems symbolically, without knowing the specific values of the variables.

By assigning specific values to variables, we can evaluate expressions, solve equations, and find solutions to mathematical problems.

Variables can represent a wide range of quantities, including numbers, measurements, constants, or even abstract concepts. They provide flexibility and generality in mathematical modeling and problem-solving.

By using variables, we can establish connections between different mathematical quantities and derive meaningful conclusions based on their relationships.

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Answer:

\(y=\frac{1}{2}x+2\)

Step-by-step explanation:

Using the points \((0,2)\) and \((2,3)\), the gradient is \(\frac{3-2}{2-0}=\frac{1}{2}\).

The \(y\)-intercept is \((0,2)\), so the equation is \(y=\frac{1}{2}x+2\).

answer is

x=10 because 10-2=8

Answer:

A. (-2,1)

Step-by-step explanation:

The blue point on the graph represent the coordinates where the two lines intersect or meet, and that means it is the solution of the equation.

Hope this helps :)

Answer:

Step-by-step explanation:

\(\begin{bmatrix}y=\frac{1}{2}x+2\\ y=-2x-3\end{bmatrix}\\\\\mathrm{Subsititute\:}y=-2x-3\\\\\begin{bmatrix}-2x-3=\frac{1}{2}x+2\end{bmatrix}\\\\Isolate\:x\:for : \\-2x-3=\frac{1}{2}x+2\: :x=-2\\\\\mathrm{For\:}y=-2x-3\\\\\mathrm{Subsititute\:}x=-2\\\\y=-2\left(-2\right)-3\\\\y= 4-3\\\\y=1\\\\y=1,\:x=-2\)

The given statement "The q-system of inventory submits inventory orders at random times" is true because it is based on the q-model's assumption that demand is random and that inventory is replenished when it falls to a certain level.

The q-system of inventory, also known as the q-model or the reorder point system, is a method of inventory control that sets a reorder point (q) at which inventory is replenished.

The system assumes that demand for inventory is random and that inventory is replenished when it falls to the q-level. Since demand is random, orders will be submitted at random times based on the inventory level, and not according to a predetermined schedule.

Therefore, the given statement is true because the q-system of inventory submits inventory orders at random times based on the random demand for inventory.

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Graph theory is relevant in the design of network topologies such as roads, satellite air traffic control stations, etc. It helps in analyzing and optimizing network structures.

In the context of a Jamaica road area network managed by the National Works Agency (NWA), graph theory can be applied to study various theoretical properties.

A personalized road graph network with at least 20 nodes is created, and its features are explained based on graph theory principles. Additionally, the Dijkstra matrix is generated to support the properties of the depicted graph.

Graph theory provides a framework for studying and analyzing network structures. In the design of road networks, graph theory concepts can be applied to understand the connectivity, efficiency, and optimization of routes. For example, in the Jamaica road area network managed by the NWA, the personalized road graph network can be created to capture the relationships between different road intersections or nodes. The nodes represent locations, and the edges represent the road segments connecting them.

Theoretical properties of the road graph network can be analyzed using graph theory. These include concepts such as connectivity, shortest paths, degree centrality, and clustering coefficients.

Connectivity determines the connectivity between different parts of the road network, while shortest paths help identify the most efficient routes between nodes. Degree centrality measures the importance of a node in terms of the number of connections it has, and clustering coefficients analyze the presence of clusters or groups of nodes.

To support these properties, the Dijkstra matrix can be generated. The Dijkstra algorithm finds the shortest paths between nodes in a graph, which can be used to construct the Dijkstra matrix.

This matrix provides information about the distances or costs between nodes, aiding in the analysis of the road network's efficiency and connectivity.

In summary, graph theory plays a crucial role in the design and analysis of network topologies, including road networks. The personalized road graph network for the Jamaica road area network demonstrates how theoretical properties can be applied and analyzed using graph theory concepts.

The generated Dijkstra matrix further supports the understanding of the graph's properties, such as connectivity and shortest paths.


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Answer:

the y-intercept of Function A is less than the y- intercept of Function B

Step-by-step explanation:

first, identify each coordinate that has instegers only

(x, y)

function A y-int: (0, -86)

function B y-int: (0, -4)

Answer:

8

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

Factors of 24 and 40

24:  1, 2, 3, 4, 6, 8, 12, 24

40:  1, 2, 4, 5, 8, 10, 20, 40

8 comes as the GCF of both

Answer:

70

Step-by-step explanation:

Evaluate 3 b^2 - b where b = 5:

3 b^2 - b = 3×5^2 - 5

Hint: | Evaluate 5^2.

5^2 = 25:

3×25 - 5

Hint: | Multiply 3 and 25 together.

3×25 = 75:

75 - 5

Hint: | Subtract 5 from 75.

| 7 | 5

- | | 5

| 7 | 0:

Answer:  70

Answer:

106

Step-by-step explanation:

12 divided by three subtracted by 11 Multiplied by 10

11 times 10 is 110

12 divided by 3 is 4

110-4= 106

Your answer to 11 x 10 - 12/3=106

According to the FCFS (First-Come, First-Served) rule, the sequence of suits is 1-2-3. The total length of time taken to complete the three suits (including delivery) is 28 hours. However, Johnson's rule provides a better schedule with the sequence 2-1-3, resulting in a total length of time of 23 hours to complete the suits.

The FCFS rule schedules the suits based on the order in which they were received. According to the given table, the sequence of suits using the FCFS rule is 1-2-3. To calculate the total length of time taken, we sum up the cutting and sewing time and the delivery time for each suit. For suit 1, it takes 4 hours for cutting and sewing and 5 hours for delivery. For suit 2, it takes 3 hours for cutting and sewing and 2 hours for delivery. And for suit 3, it takes 6 hours for cutting and sewing and 9 hours for delivery. Adding up these times, we get a total length of time of 4 + 5 + 3 + 2 + 6 + 9 = 28 hours.
However, Johnson's rule provides a more efficient schedule by optimizing the sequence of suits based on the processing times of each activity. According to Johnson's rule, the sequence is 2-1-3. For suit 2, it takes 3 hours for cutting and sewing and 2 hours for delivery. For suit 1, it takes 4 hours for cutting and sewing and 5 hours for delivery. And for suit 3, it takes 6 hours for cutting and sewing and 9 hours for delivery. Adding up these times, we get a total length of time of 3 + 2 + 4 + 5 + 6 + 9 = 29 hours.
Comparing the two schedules, Johnson's rule provides a more efficient schedule with a total length of time of 23 hours, while the FCFS rule results in a longer total length of time of 28 hours. Therefore, Johnson's rule gets the schedule finished sooner and is the better choice for this scenario.

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Yes, its true that the questionnaire is very carefully constructed by an individual to provide the measurement instrument.  

A questionnaire is a studies device which includes a sequence of questions for the motive of amassing facts from respondents. Questionnaires may be concept of as a form of written interview. A questionnaire is a listing of questions or gadgets used to collect facts from respondents approximately their attitudes, experiences, or opinions.

Questionnaires may be used to acquire quantitative and/or qualitative facts. Questionnaires are generally utilized in marketplace studies in addition to withinside the social and fitness sciences. Questionnaires are typically taken into consideration to be excessive in reliability. This is due to the fact it's miles feasible to invite a uniform set of questions. Any troubles withinside the layout of the survey may be ironed out after a pilot study. The greater closed questions used, the greater dependable the studies.

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Answer:

-41

Step-by-step explanation:

Answer:

-41

if you add a negitive it's like you're subtracting it

The range of the function for this situation is the interval [398.25, 400] gallons.

To determine the range of the function f(x) = 400 - 0.35x for the given situation, we need to find the possible values of the amount of water remaining in the pool.

The function f(x) represents the amount of water remaining (in gallons) after x minutes, where x ranges from 0 to 5.

To find the range of the function, we evaluate f(x) for the extreme values of x in the given range (0 to 5).

For x = 0, the initial amount of water remaining:

f(0) = 400 - 0.35(0) = 400 gallons

For x = 5, the amount of water remaining after 5 minutes:

f(5) = 400 - 0.35(5) = 400 - 1.75 = 398.25 gallons

Therefore, the range of the function for this situation is the interval [398.25, 400] gallons.

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Answer:

I think it would be either $134.89 or 113.22

Step-by-step explanation:

just from an estimate, I got close to one of these two

Answer:

Yes it is

Step-by-step explanation:

Out of 10 people, a random person is chosen 4 times, and every time someone is chosen the person is taken out of the "group".

That would make the equation 10 * 9 * 8 * 7 which is equal to 5040

There are 210 different groups of 4 that can be formed from a pool of 10 available people, not 5,040 as mentioned in your statement.

No, the number of possible groups of 4 is not 5,040. The correct number of different groups of 4 that can be formed from a pool of 10 available people is 210.

To calculate the number of different groups, we use the concept of combinations. The formula for combinations is given by:

nCr = n! / (r! × (n - r)!)

In this case, we have 10 available people and we want to select groups of 4. So we substitute n = 10 and r = 4 into the formula:

10C4 = 10! / (4! × (10 - 4)!)

Calculating the factorials:

10! = 10 × 9 × 8 × 7 × 6 × 5 × 4 × 3 × 2× 1 = 3,628,800

4! = 4 × 3 × 2 × 1 = 24

6! = 6× 5 × 4 × 3 × 2 × 1 = 720

Substituting the factorials into the formula:

10C4 = 3,628,800 / (24 ×720)

    = 3,628,800 / 17,280

    = 210

Therefore, there are 210 different groups of 4 that can be formed from a pool of 10 available people, not 5,040.

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Answer: 50.24

Step-by-step explanation: 4x4x3.14 / radius x radius x pi/  3.14

Answer:

The missing fraction is 6/12

(you can further simplify this but the question requires that you don't do that)

Step-by-step explanation:

To add fractions easily, their denominators should have the same value, so the denominator should be 12,

Then, to get 16 in the numerator, we need to find a number that on adding to 10, gives 16, or,

10 + x = 16

x = 16 - 10

x = 6

So, the numerator should be 6

so we get the fraction, 6/12

We can also solve it in an alternate way,

\(10/12 + x = 16/12\\x = 16/12 - 10/12\\x = (16-10)/12\\x = 6/12\)

Rongopai's age is equal to the total number of candles on the cake, thus I need to determine what that is.

What I need to figure out because I am aware that Rongopai's age is equal to the total number of candles on the cake.

The number of pieces the cake was sliced into must first be determined. A quarter has a specific appearance to me. This is how it would seem (the teacher traces a quarter shape on the circle). There must have been more than four pieces since this one seems a little smaller.

Each cut's location may be identified using my finger. Given that all the pieces must be the same size, I'm predicting the locations of each line using the first piece as a reference.

Here would be the approximate location of the first line, followed by here and here (the teacher draws a line with her finger) (tracing two more lines). the third line. In my mind, the lines and parts are somewhat "visible." Four "invisible" pieces plus the one drawn in are present when I count backward.

The complete question is:

A teacher wants a student to see how visualising the size of a share (in this case, a piece of cake) can be used to work out how many shares are needed to make a whole:

“Here is a piece of Rongopai’s birthday cake. Each piece of cake has the same number of candles. How old is Rongopai?”

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Age of Rongopai is 20 years.

One fifth of a circle means if a circle can be divided into five equal parts, then one fifth is one of them.

As per the figure given, there is shown a 1 fifth of a circular birthday cake.

As all the piece of cake is equal in size so the total number of cake piece is five.

the number of candles in each piece is four.

the total number of candles present in the whole cake is = 5 × 4

the total number of candles = 20

Therefore, Rongopai is 20 years old.

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Answer:

0.12376528

Step-by-step explanation:

Answer:

≈ 0.12

Step-by-step explanation:

500/4039.905

≈ 0.12

To be more exact:  

0.1237652...