Help with this slope! What is the slope?

Answer:

2 hours

Step-by-step explanation:

So this is a pretty simple question :)

First you want to take note that the bus is traveling 55km in 1 hour. Now you can think of this in 2 ways. the easiest way to find the answer is to do

110km ÷ 55km = 2

But you can also think of it through multiplication. This means you can of it as:

55km for 1 hour so how many for 2?

55km × 2 = 110km

This shows that 2 hours is correct!

Hope that helps :)

Answer:  160%

Step-by-step explanation:

72/45 = 1.6 x 100 = 160%

Answer: i think its 242

The girls' reluctance to sell the chocolate bars at $2.50 per bar may not be purely altruistic but instead driven by their understanding of market demand and the potential impact of pricing on sales volume.

The girls' perception that the selling price of $2.50 per chocolate bar is too high may not necessarily indicate altruism but rather a response to market demand. When faced with a downward sloping demand curve, higher prices can lead to lower sales volume.

The girls' concern may be rooted in their understanding that a higher price could potentially deter potential buyers from purchasing the chocolate bars, resulting in lower overall sales and potentially lower earnings for themselves.

By considering the demand curve, the girls are likely taking into account the price elasticity of demand. Elastic demand implies that a change in price will have a relatively larger impact on the quantity demanded. If the girls perceive the demand for chocolate bars to be elastic, they might believe that a lower price would attract more customers and lead to increased sales volume.

Their concerns could also be motivated by their desire to achieve a balance between maximizing their sales and ensuring a reasonable profit margin. They might be aware that setting the price too high could lead to reduced demand and lower overall revenue, thereby limiting their earnings.

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There is no sufficient evidence to indicate the true standard deviation is less than 4000

What is standard deviation ?

The standard deviation is a statistic that expresses how much variation or dispersion there is in a set of values. While a high standard deviation suggests that the values are dispersed over a wider range, a low standard deviation suggests that the values tend to be close to the set mean.

given that n = 16

x = 60139.7

s = 3718.06

∝ = 0.05

To test the hypothesis

H0 : = 4000

H1 :  < 4000 (claim)

test statistics

x² = ((n-1)s²) / H0²

   = (15 * 13823970.16) / (16000000)

   = 12.96

P- value = P [x² < 12.96]           DF = n-1 = 15

             = 0.3946

0.1 < P-value <0.5

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An equation represents the line that passes through the point (4, -5) and is perpendicular to the line x + 2y = 5 is 2x + y = 3.

So, the correct answer is C.

The equation that represents the line passing through the point (4, -5) and perpendicular to the line x + 2y = 5 can be found by first identifying the slope of the given line and then finding the slope of the perpendicular line.

To find the slope of the given line, rewrite it in the slope-intercept form (y = mx + b), where m represents the slope:

x + 2y = 5 → 2y = -x + 5 → y = -1/2x + 5/2.

The slope (m) of this line is -1/2.

The slope of a line perpendicular to this one would be the negative reciprocal of the original slope, so m_perpendicular = 2.

Now, use the point-slope form of a linear equation (y - y1 = m(x - x1)) with the point (4, -5) and the perpendicular slope:

y - (-5) = 2(x - 4) → y + 5 = 2x - 8.

Rewrite the equation in standard form (Ax + By = C):

2x - y = 3.

Thus, the correct equation is 2x - y = 3, which corresponds to option C.

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Similar Rectangles

When two rectangles are similar, the ratio of their corresponding sides is the same.

Side x of the largest rectangle corresponds to side 10 of the smallest rectangle.

Side 9 of the largest rectangle corresponds to side 6 of the smallest rectangle.

Therefore:

x = 15

Answer:

A (The second Choice)

Step-by-step explanation:

Credit: The person who couldn't "[...]answer for some reason"

There is a 0.0228 percent chance of getting a sample mean this big or bigger.

Given that the sample size is 64, the sample size is 3.2, and the standard deviation is 0.8.

The likelihood of a mean of 3.4 is determined as follows:

#First determine the z-value:

\(z=\frac{\bar{X}-\mu}{\sigma / \sqrt{n}}$$=\frac{3.4-3.2}{0.8 / \sqrt{64}}$$=2.000$\)

#We then determine the corresponding probability on the z tables:

\(Z(X \geq 3.4)=1-P(X < 3.4)$$=1-0.97725$$=0.0228$\)

Hence, the probability of obtaining a sample mean this large or​ larger is 0.0228.

The sample mean is regularly distributed for samples of any size derived from a population with a normal distribution, with mean X= and standard deviation X=/n, where n is the sample size.

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The median of X is 1;  P(X > 2) = 0; P(one observation < 2 and the other > 2) = P(X < 2) * P(X > 2) = 0 * 0 = 0; Var(X) is approximately 0.33; E(X) is 1 and  the value of q such that P(X < q) = 0.95 is 1.9.

(a) To find the median of X, we need to find the value of x for which the cumulative distribution function (CDF) equals 0.5.

Since the PDF is given as f(x) = 1/2 for 0 < x < 2 and 0 otherwise, the CDF is the integral of the PDF from 0 to x.

For 0 < x < 2, the CDF is:

F(x) = ∫(0 to x) f(t) dt = ∫(0 to x) 1/2 dt = (1/2) * (t) | (0 to x) = (1/2) * x

Setting (1/2) * x = 0.5 and solving for x:

(1/2) * x = 0.5;  x = 1

Therefore, the median of X is 1.

(b) To find P(X > x), we need to calculate the integral of the PDF from x to infinity.

For x > 2, the PDF is 0, so P(X > x) = 0.

Therefore, P(X > 2) = 0.

(c) To find the probability that one observation is less than 2 and the other is greater than 2, we need to consider the possibilities of the first observation being less than 2 and the second observation being greater than 2, and vice versa.

P(one observation < 2 and the other > 2) = P(X < 2 and X > 2)

Since X follows a continuous uniform distribution from 0 to 2, the probability of X being exactly 2 is 0.

Therefore, P(one observation < 2 and the other > 2) = P(X < 2) * P(X > 2) = 0 * 0 = 0.

(d) The variance of X can be calculated using the formula:

Var(X) = E(X²) - [E(X)]²

To find E(X²), we need to calculate the integral of x² * f(x) from 0 to 2:

E(X²) = ∫(0 to 2) x² * (1/2) dx = (1/2) * (x³/3) | (0 to 2) = (1/2) * (8/3) = 4/3

To find E(X), we need to calculate the integral of x * f(x) from 0 to 2:

E(X) = ∫(0 to 2) x * (1/2) dx = (1/2) * (x²/2) | (0 to 2) = (1/2) * 2 = 1

Now we can calculate the variance:

Var(X) = E(X²) - [E(X)]² = 4/3 - (1)² = 4/3 - 1 = 1/3 ≈ 0.33

Therefore, Var(X) is approximately 0.33.

(e) The expected value of X, E(X), is given by:

E(X) = ∫(0 to 2) x * f(x) dx = ∫(0 to 2) x * (1/2) dx = (1/2) * (x²/2) | (0 to 2) = (1/2) * 2 = 1

Therefore, E(X) is 1.

(f) The value of q such that P(X < q) = 0.95 can be found by solving the following equation:

∫(0 to q) f(x) dx = 0.95

Since the PDF is constant at 1/2 for 0 < x < 2, we have:

(1/2) * (x) | (0 to q) = 0.95

(1/2) * q = 0.95

q = 0.95 * 2 = 1.9

Therefore, the value of q such that P(X < q) = 0.95 is 1.9.

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Answer:

x = 8

Step-by-step explanation:

An undefined slope indicates that the line is vertical and parallel to the y- axis with equation

x = c ( c is the value of the x- coordinates the line passes through )

the line passes through (8, 4 ) with x- coordinate 8 , then

x = 8 ← equation of line

4

If this helped you please mark brainlyest

Answer:

5x + 15

Step-by-step explanation:

Given

9x + 6 - 4x + 9 ← collect like terms

= (9x - 4x) + (6 + 9)

= 5x + 15

Answer:

4cm

Step-by-step explanation:

Volume of a rectangular prism is V = L x W x H

plug in what we know:

192 = 8 x 6 x H

192 = 48H

divide both sides by 48

H = 4

Sets can be used to explain the situation in quantifiers. The statement "Every student in this class has taken some course in every department in the school of mathematical sciences." can be expressed using quantifiers as:

∀ student ∈ class, ∃ course ∈ department, (student has taken course ∧ department is in school of mathematical sciences)

Explanation:

The universal quantifier "∀" is used to express "Every".

The existential quantifier "∃" is used to express "some".

The set of all students in the class is represented by "student ∈ class".

The set of all courses in each department is represented by "course ∈ department".

The relation "student has taken course" is represented by the binary predicate "student has taken course".

The constraint "department is in school of mathematical sciences" is represented by the predicate "department is in school of mathematical sciences".

Thus, sets can be used to explain the situation in quantifiers.

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Answer:

18

Step-by-step explanation:

t = Number of trucks counted

c = Number of cars

Ratio of trucks to cars = \(\dfrac{t}{c}=\dfrac{3}{8}\)

Total number of cars and truck = 66

\(t+c=66\)

Divide the left and right side by the number of cars

\(\dfrac{t+c}{c}=\dfrac{66}{c}\\\Rightarrow \dfrac{t}{c}+1=\dfrac{66}{c}\\\Rightarrow \dfrac{3}{8}+1=\dfrac{66}{c}\\\Rightarrow \dfrac{11}{8}=\dfrac{66}{c}\\\Rightarrow c=66\times \dfrac{8}{11}\\\Rightarrow c=48\)

Total number of cars is 48

so

\(t=66-c\\\Rightarrow t=66-48\\\Rightarrow t=18\)

Total number of trucks counted is 18.

Answer:

add an attachm3nt to make iy clear

By solving a system of equations we will see that:

t = 33 and u = 308

The two triangles will be congruent if the correspondent sides have the same measure, then we can write two equations (or a system of equations) like the one below:

16t = 6u

20t -44 = 2u

So we have a little system of equations to solve.

We can isolate u on the second equation to get:

u = (20t - 44)/2

u = 10t - 22

Now we can replace that on the other equation to get:

16t = 6*( 10t - 22)

16t = 60t - 132

We can solve this for t to get:

132 = 60t - 16t

132 = 44*t

132/44 = t

33 = t

And the value of u is:

u = 10t - 22

u = 10*33 - 22 = 308

The values are t = 33 and u = 308

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This would give us the coordinates for E as (1, 4).  Similarly, we can use the same method to find the coordinates for F, G, and H.  F would be (7,2), G would be (9,-5), and H would be (3,-6).

The coordinates of E can be found by taking the average of the x and y coordinates of points A and B.  This would give us the coordinates for E as (1, 4).  Similarly, we can use the same method to find the coordinates for F, G, and H.  F would be (7,2), G would be (9,-5), and H would be (3,-6).  To find the coordinates for these points, we use the formula \((x1 + x2)/2, (y1 + y2)/2\).  For example, to find the x coordinate for E, we would use (-2 + 4)/2 = 1, and for the y coordinate of E, we would use (3 + 5)/2 = 4.  We can then use this formula to find the coordinates for all of the midpoints.Step 1: Find coordinates of E, F, G, and H E: (1, 4) F: (7, 2) G: (9, - 5) H: (3, - 6) Step 2: Calculate the perimeter of the quadrilateral ABCD,Perimeter = |AB| + |BC| + |CD| + |DA = |(-2, 3) - (4, 5)| + |(4, 5) - (10, -1)| + |(10, -1) - (8, -9)| + |(8, -9) - (-2, 3)| = (6 + 14 + 18 + 10) = 48

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Answer:

w=1/15

Step-by-step explanation:

Step 1: Simplify both sides of the equation.

9−7w=8w+8

9+−7w=8w+8

−7w+9=8w+8

Step 2: Subtract 8w from both sides.

−7w+9−8w=8w+8−8w

−15w+9=8

Step 3: Subtract 9 from both sides.

−15w+9−9=8−9

−15w=−1

Step 4: Divide both sides by -15.

−15w/−15 = −1/−15

w = 1/15

The inverse of the statement is "If a number does not have exactly two distinct factors, then the number is not prime." Thus Option 2 is the answer.

   When a conditional statement is reversed, the hypothesis and conclusion are both negated. The hypothesis in the original statement is "a number with exactly two distinct factors," while the conclusion is "is prime."

  To make the inverse, we negate both sections. "A number does not have exactly two distinct factors" is the antonym of "A number that has exactly two distinct factors." "Is not prime" is the opposite of "is prime."

    As a result, the inverse statement is "If a number does not have exactly two distinct factors, then the number is not prime."

     It's crucial to remember that a statement's inverse could or might not be accurate. In this instance, the inverse is true since the definition of a prime number is incompatible with the fact that a number has more than two components if it has more than exactly two different factors.

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Answer:

-16.666

Step-by-step explanation:

You can find the reciprocal by turning the intended fraction upside down.

\(\frac{-0.06}{1}\) ⤭ \(\frac{1}{-0.06}\) = \(\frac{100}{-6}\) = \(\frac{50}{-3}\) = -16.6666666667

Answer:

Exact Form:

32/5

Decimal Form:

6.4

Mixed Number Form:

6 2/5

Step-by-step explanation:

your gonna wanna if possible cancel the common factors.

Answer:

y- intercept = 3

Step-by-step explanation:

To find the y- intercept, let x = 0 and evaluate for y

y = 2(0)² - 5(0) + 3 = 0 - 0 + 3 = 3

The exponential function between (-1, 2/5) and (3, 250) is as follows:

\(f(x) = 2 * 5^x\)

By combining the fourth roots from both sides, we arrive at:

b = 5

When we use the expression we discovered for a and this value of b, we get:

a = (2/5) * 5 = 2

As a result, the exponential function between (-1, 2/5) and (3, 250) is as follows:

\(f(x) = 2 * 5^x\)

A relation between a collection of inputs and outputs is known as a function. A function is, to put it simply, a relationship between inputs in which each input is connected to precisely one output. Each function has a range, codomain, and domain. The usual way to refer to a function is as f(x), where x is the input. A function is typically represented as y = f. (x).

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

from the question:

This is the shape of the exponential function:

f(x) = a *\(b^x\)

where a represents the starting point and b represents the exponential function's base.

We must solve the system of equations to determine the values of a and b that meet the requirements:

a * \(b^(-1)\) = 2/5 (equation 1) 

a *\(b^3\)= 250 (equation 2) 

We can solve for an in equation 1 by multiplying both sides by b:

a = (2/5) * b

Substituting this expression into equation 2, we get:

(2/5) * b *\(b^3\) = 250

Simplifying, we get:

\(b^4 = 3125\)

By combining the fourth roots from both sides, we arrive at:

b = 5

When we use the expression we discovered for a and this value of b, we get:

a = (2/5) * 5 = 2

As a result, the exponential function between (-1, 2/5) and (3, 250) is as follows:

\(f(x) = 2 * 5^x\)

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Answer:

the perimeter would be 54

Step-by-step explanation:

P=2(l+w)=2·(49+32)= 162 feet

162 feet = 54 yards

Answer:

4 hexagons * 6 equilateral triangles per hexagon = 24 equilateral triangles

Step-by-step explanation:

Pattern blocks are a set of geometric shapes commonly used in math education. The set typically includes six different shapes: triangle, rhombus, trapezoid, hexagon, square, and equilateral triangle. Each hexagon in a pattern block set is made up of six equilateral triangles.

To make 4 hexagons using pattern blocks, we would need to calculate the total number of equilateral triangles required. Since each hexagon is made up of 6 equilateral triangles, we can multiply the number of hexagons by 6 to get the total number of equilateral triangles needed.

4 hexagons * 6 equilateral triangles per hexagon = 24 equilateral triangles

So, you would need 24 pattern block triangles to make 4 hexagons using pattern blocks.

Answer:

Let's use pattern blocks to visualize the situation and say that a hexagon is 1 whole. Since 3 rhombuses make a hexagon, 1 rhombus represents and 2 rhombuses represent . We can see that 6 pairs of rhombuses make 4 hexagons, so there are 6 groups of in 4.