what is the third term of (z+4)(z+4)

Answer:

2/6

Step-by-step explanation:

Count up and over going from one point to the next and you get slope intercept. This one is up 2 over 6

Answer:

y = 1/3x - 3

Step-by-step explanation:

Slope-intercept form follows the format y = mx + b, where m is the slope of the line, and b is the y-intercept.

First let's find the slope. The slope is the amount the graph rises/runs. From point (0,-3), it rises by 1, and runs to the right by 3 where it meets the next point on the graph, meaning that the slope is 1/3.

Now, let's find the y-intercept. The y-intercept is the point on the graph where the line touches the y-axis. In this line, we can clearly see that the line touches (0,-3), therefore, the y-intercept is -3.

Using this information, we can construct the equation y = 1/3x - 3

Answer:

x = -8

Step-by-step explanation:

The line is a vertical line with x-intercept of -8

Answer:

i belive it is 2:5

Step-by-step explanation:

this is because 2 and 3 represent both the corn and flour the sum is the total

Answer:

20a²b-8ab= 4ab(5a -2b)

The ability to order items in a sequence, such as longest to shortest, is known as Seriation.

Seriation is a cognitive skill that involves arranging objects, events, or ideas in a particular order or sequence. It is a crucial aspect of cognitive development and is typically acquired during early childhood. Seriation is the ability to mentally order objects along a quantitative dimension, such as size, weight, or length.

Seriation involves comparing and ordering items based on specific criteria. For example, if given a group of objects of different lengths, a child who has developed seriation skills will be able to arrange the objects in order from shortest to longest. Similarly, if given a group of numbers, a child who has developed seriation skills will be able to arrange them in order from smallest to largest.

Seriation is an important cognitive skill that is used in various areas of life, including academic, professional, and personal domains. It allows individuals to organize information and ideas in a logical and meaningful way, which can facilitate more efficient processing and understanding of complex concepts.

Overall, seriation is a fundamental cognitive skill that plays a crucial role in various aspects of life, including problem-solving, decision-making, and organization. It is an essential skill that supports the development of higher-order thinking skills, such as analysis, evaluation, and synthesis.

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Answer:

C

Step-by-step explanation:

Answer:

-8x^2+2x+5

Step-by-step explanation:

Distributive Property

The probability that at least one of the pets selected is a puppy is approximately 0.7887 or 78.87%.

To calculate the probability that at least one of the pets is a puppy, we can find the probability of the complement event (none of the pets being a puppy) and subtract it from 1.

The total number of pets in the store is 6 puppies + 9 kittens + 4 lizards + 5 snakes = 24.

The probability of selecting a pet that is not a puppy on the first selection is (24 - 6) / 24 = 18 / 24 = 3 / 4.

Similarly, on the second selection, the probability of selecting a pet that is not a puppy is (24 - 6 - 1) / (24 - 1) = 17 / 23.

For the third selection, it is (24 - 6 - 1 - 1) / (24 - 1 - 1) = 16 / 22.

For the fourth selection, it is (24 - 6 - 1 - 1 - 1) / (24 - 1 - 1 - 1) = 15 / 21.

For the fifth selection, it is (24 - 6 - 1 - 1 - 1 - 1) / (24 - 1 - 1 - 1 - 1) = 14 / 20 = 7 / 10.

To find the probability that none of the pets is a puppy, we multiply the probabilities of not selecting a puppy on each selection:

(3/4) * (17/23) * (16/22) * (15/21) * (7/10) = 20460 / 96840 = 0.2113 (approximately).

Finally, to find the probability that at least one of the pets is a puppy, we subtract the probability of the complement event from 1:

1 - 0.2113 = 0.7887 (approximately).

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We must determine the value of y at x = 0.2 in order to numerically solve the equation y = (x + 1) with the initial condition y(0) = 1 and a step size of h = 0.1. The right response is 1.2.

We can utilise the Euler's method or any other numerical integration method to solve the issue numerically. By making small steps of size h and updating the value of y in accordance with the derivative of the function, Euler's approach approximates the value of y at a given x.

We can iteratively proceed as follows, starting with y(0) = 1, as follows:

At x = 0, y = 1.

Y = y(0) + h * f(x(0), y(0)) = 1 + 0.1 * (0 + 1) = 1.1 when x = 0.1.

Y = y(0.1) + h * f(x(0.1), y(0.1)) = 1.1 + 0.1 * (0.1 + 1) = 1.2 for x = 0.2.

So, 1.2 is the right response. This is the approximate value of y at x = 0.2 that was determined by applying a step size of h = 0.1 when solving the given problem numerically.

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Given:

The sequence is

4, 16, ___, 256, 1024

To find:

The missing number in the given sequence.

Solution:

We have,

4, 16, ___, 256, 1024

Here,

\(\dfrac{16}{4}=4\)

\(\dfrac{1024}{256}=4\)

The given sequence has common ratio 4. So, the given sequence is a geometric sequence.

To get the missing value, we need to multiply 16 and the common ratio.

\(16\times 4=64\)

Therefore, the missing value is 64.

Answer:

20.25?

Step-by-step explanation:

Answer:

a

Step-by-step explanation:

A conditional statement is written in the if-then form. The hypothesis is the first or "if" part while the conclusion is the "then" or then part. Thus, the conditional statement would be

If a person lives in Ohio, then the person lives in the United states

To form the converse of the conditional statement, the hypothesis and conclusion are interchanged. It becomes

If a person lives in the United states, then they live in Ohio

Concept: Proportion, to find the km/h return journer

3 hours to 84 km/hr = 3.5 hours to x km/hr

(since its inverse proportion, multiply the 1st to 2nd and 3rd to 4th)

Inverse proportion: as the other quantities increase, the other one decreases

3 : 84 = 3.5 : x

3(84) = 3.5x

252 = 3.5x                (divide 3.5 both sides)

x = 72

Step-by-step explanation:

The average rate of change per hour in the temperature is 0.83 degrees.

To find the average rate of change per hour, we need to divide the total change in temperature by the number of hours over which the temperature changed.

The temperature rose by 5 degrees from 6:00 am to 12:00 pm, which is a period of 6 hours.

Therefore, the average rate of change per hour can be calculated as follows:

average rate of change per hour = total change in temperature / number of hours

So, we have

average rate of change per hour = 5 degrees / 6 hours

average rate of change per hour = 0.83 degrees/hour (rounded to two decimal places)

So, the average rate of change per hour is 0.83 degrees.

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Therefore, in about 15 years and 2 months, the senior class will have about 100 students.

An equation is a statement that expresses the equality of two mathematical expressions using mathematical symbols such as variables, numbers, and mathematical operations. The equality is represented by an equal sign "=" between the two expressions. Equations are used to represent mathematical relationships and solve problems in various fields such as physics, chemistry, engineering, and economics.

Given by the question.

Let P be the initial population of the senior class in the high school, and r be the rate of decrease in population per year (in decimal form).

Then, we can write the following equation to represent the situation:

P\((1-r)^{n}\) = 100

We know that the current population of the senior class is 320, so we can substitute these values into the equation:

320\((1-0.07)^{n}\) = 100

Simplifying the equation, we get:

\(0.93^{n}\) = 0.3125

Taking the natural logarithm of both sides, we get:

n ln (0.93) = ln (0.3125)

Dividing both sides by ln (0.93), we get:

n = ln (0.3125) / ln (0.93)

Using a calculator, we find that n is approximately equal to 15.21 years.

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The answer is x = 3 1/2. To solve, you must multiply both sides of the equation by the denominator of the fraction on the left side, which is 3. This will cancel out the fraction and you will be left with 4 1/3 - x = -3, which can then be solved by adding x to both sides.

4 1/4 - 1/3x

= (12/3) - (1/3)x

= 4 1/3 - x

= 4 1/3 - x -3

= x - 3

= x + 3

= 3 1/2

To solve the equation 4 1/4 − 1/3x = −3/4, you must first multiply both sides of the equation by the denominator of the fraction on the left side, which is 3. This will cancel out the fraction and you will be left with 4 1/3 - x = -3. Then you can add x to both sides of the equation to get 4 1/3 = x - 3. Then you can add 3 to both sides of the equation to get x = 3 1/2. So the answer is x = 3 1/2. This process is necessary because fractions need to be canceled out before you can solve the equation. If you do not cancel out the fractions first, then you will not be able to solve the equation correctly. It is important to remember that when you are solving equations with fractions, you must cancel out the fractions before you solve the equation.

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Answer:

23.68421052632 minutes

Step-by-step explanation:

Given that :

Spring airlines :

Current height = 45,000

Rate of descent = 700 ft per minute ; represent descent rate as negative

Summer airlines :

Current position = ground level = 0

Rate of ascent = 1200 ft per minute

Number of minute it will. Take for the 2 planes to be at the same height :

Height * descent rate = height * ascent rate

45000 + (-700)m = 0 + 1200m

45000 - 700m = 0 + 1200m

-700m - 1200m = 0 - 45000

-1900m = - 45000

m = 45000 / 1900

m = 23.68421052632 minutes

Hence the two planes will be at the same height after 23.68421052632 minutes

Note that the line of reflection that reflects quadrilateral ABCD onto quadrilateral A'B'C'D' is given as attached. Note that when a shape is reflected, it must be reflected over a line. In this case, the line of reflection is y = -3.

A line of reflection is a line that acts as a mirror, reflecting a figure across the line so that the image is a mirror image of the original.

When a shape is reflected, it must be reflected over a line. The line of reflection of quadrilateral ABCD onto quadrilateral A'B'C'D is

From the given graph, we have the following observations

ABCD was flipped over to form A'B'C'D'

The line of reflection is between both shapes.

Using points C and C' as references;

We have:

C = (-3, -1)

C" = (-3, -5)

Notice that both points have the same x-coordinate

This means that the line of reflection is parallel to the x-axis and passes through the y-axis.

The point at which it passes through the y-axis is calculated using the mid-point formula.

Therefore, we have:

y = (y1+y2)/2

y = (-1-5)/2

y = -6/2

y = -3

Hence, the line of reflection is y = -3
See the attachment for the line of reflection.

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Answer:

Step-by-step explanation:

Answer:

16h⁴b²

Step-by-step explanation:

(4h²b)²= 4²(h²)²b²= 16h⁴b²

Answer:

The answer to this is: 17 but it does not have a remainder.

Step-by-step explanation:

and can i have brainliest please?

Answer:

54.84 yd^2

Step-by-step explanation:

1/2BH

1/2(13)(8 7/16) = 54.84

Answer:

18.

Step-by-step explanation:

4yd is on the bottom.

9yd is on the left.

13yd is on the right.

The area for a triangle is \(\frac{1}{2} * b * h.\) We add the numbers into the formula.

\(\frac{1}{2} *4*9 = 18.\)

We do not use 13, because it is only going from one corner to the opposite corner. So, the answer is 18.

Hope this helped!

Answer:

Patterns

Step-by-step explanation:

Deductive reasoning is used to prove conjectures to be true

Answer:

patterns

Step-by-step explanation:

Deductive reasoning is a simple form of arriving at a conclusion by joining two or more pieces of information. Deductive reasoning is used to prove conjectures to be true.

Answer:

d (or V in the picture) = 16

Step-by-step explanation:

Because the two triangle are similar, the ratios of each of the side lengths should be equal.  Therefore, 8/1 should be equal to d/2.

1.) Set up equality of ratios: 8/1 = d/2

2.) Cross multiply: 8*2 = d*1

3.) 16 = d

The fact that PC is less than 50% indicates a higher probability of underage.

However, without additional information on the costs associated with overage and underage, we cannot determine which cost is higher.

From the information given in the student question, it is clear that the probability of underage (PC) is less than 50%, as indicated by the shaded area under the graph.

To determine whether the cost of overage or the cost of underage is higher, follow these steps:
1. Identify the costs associated with overage and underage in the given context. Overage cost refers to the cost incurred when the inventory is higher than demand, while underage cost refers to the cost incurred when the inventory is lower than demand.
2. Analyze the graph or data provided to compare the costs of overage and underage. Since the student question does not provide any specific data or graph, we cannot accurately determine which cost is higher based on the given information.
3. Interpret the results. If the cost of overage is higher than the cost of underage, this means that having excess inventory is more expensive than having insufficient inventory.

Conversely, if the cost of underage is higher than the cost of overage, this means that not having enough inventory is more expensive than having excess inventory.

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The population of interest is: A. all people in Emerald, Queensland.

The population of interest refers to the group of individuals that the research is trying to draw inferences about. In this case, the international fast food chain is looking to assess the level of interest in opening a franchise in Emerald, Queensland.

Therefore, the population of interest is all people who live in Emerald, Queensland, as they are the group that the research is trying to understand. The sample of 100 addresses that the research firm selected is just a subset of this population and the questionnaires are being sent to them to infer about the entire population.

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