Tell whether the system has no solution, one solution, or infinitely many solutions.
y = 3 x – 5
y = 3 x + 5

Answer:

(f•g)(x) = (x)(2) = 2x

Step-by-step explanation:

(f•g)(x) is the "product" of functions f and g:  

(f•g)(x) = (x)(2) = 2x

Here Allie mistook the x and y axis completely oppositely.

→ First should be the x axis and then the y axis, (x, y)

Answer:

Step-by-step explanation:

Coordinates of a point are usually represented by (x, y) where x describes the horizontal distance from the y-axis and y describes the vertical distance from the x-axis.

Point A

4 units from the y-axis ⇒ x = 4

6 units from the x-axis ⇒ y = 6

A = (4, 6)

Point B

2 units from the y-axis ⇒ x = 2

9 units from the x-axis ⇒ y = 9

B = (2, 9)

Point C

0 units from the y-axis ⇒ x = 0

4 units from the x-axis ⇒ y = 4

C = (0, 4)

Point D

Allie has mixed up the x and y coordinates of D.

7 units from the y-axis ⇒ x = 7

3 units from the x-axis ⇒ y = 3

D = (7, 3)

A conditional statement has the same truth value as Contrapositive

Here we have,

to complete the statement:

From the question, we are to determine which type of conditional statement has the same truth value as the original statement

As a general rule, if the truth value of an original statement is True, the truth value of the contrapositive would also be true

Similarly;

If the truth value of an original statement is false, the truth value of the contrapositive would also be false

Hence, a conditional statement has the same truth value as contrapositive

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complete question:

A conditional statement has the same truth value as:

Contrapositive

Converse

, ,

Inverse

Answer:

not sure but is it 37.5 ml?

Step-by-step explanation:

or just

improper fraction:75/2

mixed number: 37 1/2

percent 37.5

Independent variables are the factors that are manipulated or controlled by the researcher in a study. In the context of investigating the impact of a school nutrition program on grade performance of high school students, the independent variable would be the school nutrition program itself.

The researcher would design and implement the program, and this variable would be under their control.

Dependent variables, on the other hand, are the outcomes or variables that are measured in a study and are expected to change as a result of the independent variable. In this case, the dependent variable would be the grade performance of the students. The researcher would collect data on the grades of the students before and after the implementation of the nutrition program, and this would be the variable that is expected to be influenced by the independent variable.

In summary, the independent variable in this research design is the school nutrition program, while the dependent variable is the grade performance of the students. The researcher would manipulate the independent variable (implement the nutrition program) and then measure the dependent variable (student grades) to determine if there is an impact of the program on grade performance.

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To find the absolute maximum and minimum values of f on the given interval, we need to first take the derivative of f and set it equal to zero to find the critical points.

Then, we will check the endpoints of the interval to see if they give us any maximum or minimum values. Taking the derivative of f, we get f'(t) = 5 - (5/2) csc^2(t/2). Setting this equal to zero and solving for t, we get t = π/2, 3π/2. These are the critical points.

Next, we need to check the values of f at the critical points and the endpoints of the interval. At t = π/4, f(π/4) = 5π/4 + 5√2, and at t = 7π/4, f(7π/4) = -3π/4 - 5√2. At the critical points, f(π/2) = 5√2 and f(3π/2) = -5√2.

Therefore, the absolute maximum value of f on the interval [π/4, 7π/4] is 5π/4 + 5√2, and the absolute minimum value of f on the interval is -3π/4 - 5√2.

As there are no critical points in the given interval, the absolute maximum and minimum values must occur at the endpoints. By comparing the function values at these endpoints, we can determine the absolute maximum and minimum values:

Absolute minimum value: min{f(π/4), f(7π/4)}
Absolute maximum value: max{f(π/4), f(7π/4)}

Keep in mind that you'll need to calculate the actual function values at the endpoints to determine the numerical values of the absolute minimum and maximum.

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Answer:

What is the question? It is incomplete

Step-by-step explanation:

Please mark as brainliest !!!!!

pppppllllllllllssssssss

Answer:

heres ur answer x=2

heres what i used to solve it PEMDAS

Answer: 40

Step-by-step explanation: Subtract 16 from 36 and you get 20. It says half so you multiply by 2 and get 40.

Answer:

c) x = 1 ± i √29 / 5​

Step-by-step explanation:

assuming we are solving for x we can use the quadratic formula

quadratic formula : \(\frac{-b+or-\sqrt{b^2-4(a)(c)} }{2(a)}\)

where the values of a,b and c are derived from the equation

the equation is put in quadratic form : ax² + bx + c

so in 5x² -2x + 6 a = 5 , b = - 2 and c = 6

we then plug these values of a, b and c into the quadratic formula

recall quadratic formula \(\frac{-b+or-\sqrt{b^2-4(a)(c)} }{2(a)}\)

a = 5 , b = - 2 , c = 6

\(\frac{-(-2)+or-\sqrt{(-2)^2-4(5)(6)} }{2(5)}\)

remove parenthesis at -(-2) to get positive 2 because the negative signs cancel out

\(\frac{2+or-\sqrt{(-2)^2-4(5)(6)} }{2(5)}\)

evaluate exponent

\(\frac{2+or-\sqrt{4-4(5)(6)} }{2(5)}\)

multiply -4(5)(6)

\(\frac{2+or-\sqrt{4-120} }{2(5)}\)

subtract 120 from 4

\(\frac{2+or-\sqrt{-116} }{2(5)}\)

multiply 2 and 5

\(\frac{2+or-\sqrt{-116} }{10}\)

because we cant have a negative square root we replace the negative sign with i (which equals -1 )  and add it to the outside of the square root

\(\frac{2+or-i\sqrt{116} }{10}\)

we then simplify  the radical

\(\frac{2+or-2i\sqrt{29} }{10}\)

we then simplify the fraction

2/10 = 1/5 so both 2's cancel out

\(\frac{1+or-i\sqrt{29} }{10}\)

the answer is C

Jutin chooses a function J(x) = 3x - 1 that when he uses the number 7 as an input, then the output is 20.

As per the given data, Jutin chooses a function in which he uses the number 7 as an input, then the output is 20.

Here we have to determine which function Jutin has to use.

Now we have to substitute the value that x = 7 in all the given functions.

First function:

F(x) = 2\(x^{5}\)

F(7) = 2 \((7)^{5}\)

F(7) = 2 (16807)

F(7) = 33614 which is not equal to 20.

Second function:

G(x) = \(x^{2}\) - 19

F(7) = \((7)^{2}\) - 19

F(7) = 49 - 19

F(7) = 30 which is not equal to 20.

Third function:

H(x) = 13 - x

H(7) = 13 - 7

H(7) = 6 which is not equal to 20.

Fourth function:

J(x) = 3x - 1

J(7) = 3(7) - 1

J(7) = 21 - 1

J(7) = 20

The correct function is J(x) = 3x - 1

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Answer:

11 miles

Step-by-step explanation:

the distance between them is 11 because 8+3=11 so they are 11 miles apart

Answer:

coordinates of B are (-5, 3/2)

Step-by-step explanation:

equation :

x =    m1 × x2 + m2 × x1                         y =  m1 × y2 + m2 × y1

       _____________                                 _____________

              m1 + m2                                             m1 + m2

x =  (1 × -3) + (1 × -7)                                    y=  (1 × 2) + (1 × 1)

  _____________                                      ____________

          1 + 1                                                           1 + 1

x = (-3 + -7)/ 2 = -10/ 2 = -5                                y = (2+ 1)/2 = 3/2

                                ∴coordinates of B are (-5, 3/2)

i think u should view this on a wider screen if ur using a phone <3

Answer:

7 of the kids in your class play

Step-by-step explanation:

Hope this helps you :)

Distance formula:

\(d = \sqrt{(x_{2}-x_1)^2 +(y_2-y_1)^2}\)

Now replace the variables with the numbers (When you replace the numbers, it doesn't matter which is the first variable and second variable. Just do whatever is easiest).

\(d = \sqrt{(-1-(-7))^2+(5-(-1))^2}\\d = \sqrt{(-1+7)^2+(5+1)^2}\\d = \sqrt{6^2+6^2}\\d = \sqrt{36+36}\\d = \sqrt{72} \\d = 8.5\)

Thus, the distance between the two points is 8.5

To draw the supply and demand for labor in a market in equilibrium, and illustrate the impact of a labor union, we can use a standard supply and demand graph with quantity of labor (Q) on the x-axis and wage (W) on the y-axis.

Market in Equilibrium:

In a competitive labor market, the supply of labor represents the quantity of workers willing and able to work at various wage levels. The demand for labor represents the quantity of workers that firms are willing to hire at various wage levels. In equilibrium, the supply and demand curves intersect.

Let's assume that at the equilibrium, the wage is labeled as We and the quantity of labor is labeled as Qe.

Graphically, the supply curve (S) slopes upward from left to right, indicating that higher wages incentivize more workers to enter the labor market. The demand curve (D) slopes downward from left to right, indicating that higher wages result in fewer workers being demanded by firms.

Place the equilibrium point (We, Qe) where the supply and demand curves intersect on the graph.

Impact of a Labor Union:

When a labor union represents workers in the industry, it can negotiate for better wages and working conditions on behalf of its members. This can shift the supply and/or demand curve.

a. Shift in the Supply Curve:

If the labor union successfully negotiates higher wages for its members, it can result in an upward shift of the supply curve. This shift represents an increase in the quantity of labor supplied at each wage level.

Draw a new supply curve (S') above the original supply curve. The new supply curve should intersect the demand curve (D) at a higher wage level (Wu) and a greater quantity of labor (Qu).

b. Shift in the Demand Curve:

If the labor union's demands result in higher production costs for firms, it can lead to a decrease in labor demand. This can cause a leftward shift of the demand curve.

Draw a new demand curve (D') to the left of the original demand curve. The new demand curve should intersect the supply curve (S) at a lower wage level (Wd) and a lower quantity of labor (Qd).

Label the new equilibrium point with a labor union as (Wu, Qu).

Note: The specific shift and its impact (supply or demand) depend on various factors and the specific circumstances of the labor union's actions. The above explanation provides a general example.

By graphically illustrating the changes in the labor market due to the presence of a labor union, you can visually see the impact on the equilibrium wage and quantity of labor.

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Answer:

18x to the power of 2 -15x+2

Step-by-step explanation:

Answer:

x = 51

Step-by-step explanation:

Using Pythagoras' identity in the right triangle.

x² = 45² + 24² = 2025 + 576 = 2601 ( take the square root of both sides )

x = \(\sqrt{2601}\) = 51

Answer:

x = 51.

Step-by-step explanation:

The triple you require is 17-15-8

We have x-45-24

- that is three times each number in the triple.

So x = 3*17 = 51.

Answer:

8 tricycles

Step-by-step explanation:

Let x be the amount of bicycles and y be the amount of tricycles

We can set up a system of equations:

x=3y+6

2x+3y=84

We can solve using substitution

2(3y+6)+3y=84

Distribute

6y+12+3y=84

Combine like terms

9y+12=84

Subtract 12 from both sides

9y=72

Divide 9 from both sides

y=8

There were 8 tricycles at the yard sale

By linear search, We discovered that element 9 is the seventh in the sequence, meaning that number 9 appears on the list in the sequence 1, 3, 4, 5, 6, 8, 9, 11.

A grouping of numbers in a specific order is known as a sequence. On the other hand, a series is described as the accumulation of a sequence's constituent parts.

Given,

Sequence = 1, 3, 4, 5, 6, 8, 9, 11

By linear search,

The first element is compared to 9 first. If the element's value is less than nine, we compare the subsequent element with nine, and so on.

Step 1: 9 is not the same as 1.

Step 2: 9 is not the same as 3.

Step 3: 9 is not the same as 4

Step 4: 9 is not the same as 5

Step 5: 9 is not the same as 6

Step 6: 8 and 9 are not the same.

Step 7: 9 equals 9.

We discovered that element 9 is the seventh in the sequence, meaning that number 9 appears on the list.

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Therefore, the truth value of Proposition 2A is False.

To determine the truth value of Proposition 2A, let's substitute the given truth values for the variables:

A = True

B = True

X = False

Y = False

Now let's evaluate the truth value of each component of the proposition:

(X ⊃ A) • (B ⊃ ∼ Y):

(False ⊃ True) • (True ⊃ ∼ False)

(True ⊃ True) • (True ⊃ True)

True • True

True

(B ∨ Y) • (A ⊃ X):

(True ∨ False) • (True ⊃ False)

True • False

False

[(X ⊃ A) • (B ⊃ ∼ Y)] ⊃ [(B ∨ Y) • (A ⊃ X)]:

True ⊃ False

False

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Answer:

the correct answer would be I think 5x-15y=1

Step-by-step explanation:

I have already learned that

Answer:

it's 5x - 15y = 1

Step-by-step explanation:

Hope this helped have a wonderful day!!! :)

Conducting a hypothesis test to determine if the proportion of adults self-identified as LGBTQ has increased, we get the following :

Sample proportion of adults self-identified as LGBTQ : 7.1% (7.1% = 750/10,562)

Null hypothesis (H0) : p = 0.041 (proportion of adults self-identified as LGBTQ is 4.1%)

Alternate hypothesis (HA) : p > 0.041 (proportion of adults self-identified as LGBTQ has increased)

To perform the hypothesis test, we can use the Z-test statistic. The calculated Z-stat value of the test is 15.55. The corresponding p-value for this test is approximately 0.0001.

Comparing the p-value (0.0001) to the significance level (0.05), we find that the p-value is significantly less than the significance level.

Based on the decision criteria, when the p-value is less than the significance level, we reject the null hypothesis and claim the alternate hypothesis.

Decision : We have evidence to reject the null hypothesis (H0) and conclude that the proportion of adults self-identified as LGBTQ has increased.

Conclusion: We can claim that the proportion of adults self-identified as LGBTQ has increased based on the recent survey, as the sample data suggests a proportion of 7.1% compared to the established proportion of 4.1% in 2016.

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Step-by-step explanation:

Volume of Washing machine = Volume of Rectangle

= Length x Width x Height

= 5 x 6 x 6

\( = 180ft^{3} \)

Answer: (-1.5,0), (-6,9), (3, -9)

Step-by-step explanation:

Step-by-step explanation:

when you do an arithmetic operation to functions, you do it for the defining expressions.

so,

(f+g)(x) = (x + 3) + (4x + 4) = x + 3 + 4x + 4 = 5x + 7

(f*g)(x) = (x+3)*(4x+4) = 4x² + 12x + 4x + 12 = 4x² + 16x + 12

= 4(x² + 4x + 3)

(f-g)(4) = (4+3) - (4×4+4) = 7 - (16+4) = 7 - 20 = -13

Two small metal spheres are 35. 1 cm apart. The spheres have equal amounts of negative charge and repel each other with forces of magnitude 0. 0360 n. The charge on each sphere \(Q = 1.4 \times 10^{-12}\) c.

According to coulombs law force between two charges is given by  

\(F = \dfrac{1}{4\pi \epsilon }\dfrac{Qq}{r^2}\)

Here, R is the distance between both the charges Q and q.

Two small metal spheres are 35. 1 cm apart.

The spheres have equal amounts of negative charge and repel each other with forces of magnitude 0. 0360 n.

We have given force F =0.036 N

R is the distance between both the charges which is given as 25 cm

So  

\(F = \dfrac{1}{4\pi \epsilon }\dfrac{Qq}{r^2}\)

\(0.036 = \dfrac{1}{4\times 3.14\times 8.85\times 10^{-12} }(\dfrac{Q^2}{35. 1})\)

\(Q = 1.4 \times 10^{-12}\) c

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We can say that the distance travelled and minutes spent biking will be equal for both of them if they bike for 15 minutes.

The general equation of a straight line is of the form -

y = mx + c

where -

[m] is slope of line

[c] is y - intercept

Given are Jackson and Ginger who are learning to ride a bike. Jackson can travel (y = 4x) miles and ginger can travel (y = 3x + 15) miles.

Both the equations represent a straight line, plot the graph for both the lines. The point of intersection of these two lines will represent the point when the distance between and minutes spent biking are same for both Jackson and Ginger.

Refer to the graph attached. Both of these graphs intersect at (15, 60).

Therefore, we can say that the distance travelled and minutes spent biking will be equal for both of them if they bike for 15 minutes.

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[ The complete question is attached with the answer ]

hello

the answer to the question is:

A + B = 16

A - B = 2

----> A = 9, B = 7

and the number between them is 8

Answer:

the rise over run

Step-by-step explanation: