25 POINTS!!!!!!!
Which show is better Johnny Test or Chowder?

The given sequence does not follow a simple arithmetic or geometric pattern, making it challenging to determine an explicit rule based on the given terms.

To identify the type of sequence and write the explicit rule, we need to examine the pattern of the given sequence: -39, -45, 51, 57, ...

By observing the differences between consecutive terms, we can determine if it follows an arithmetic or geometric pattern.

Arithmetic sequences have a common difference between each term, meaning that by adding (or subtracting) the same value repeatedly, we can generate the sequence. Geometric sequences, on the other hand, have a common ratio between each term, meaning that by multiplying (or dividing) by the same value repeatedly, we can generate the sequence.

Let's calculate the differences between consecutive terms:

-45 - (-39) = -6

51 - (-45) = 96

57 - 51 = 6

From the differences, we can see that the sequence is not arithmetic since the differences are not constant. However, the differences alternate between -6 and 6, indicating a possible geometric pattern.

Let's calculate the ratios between consecutive terms:

-45 / (-39) ≈ 1.1538

51 / (-45) ≈ -1.1333

57 / 51 ≈ 1.1176

The ratios are not constant, indicating that the sequence is neither geometric nor arithmetic.

Therefore, the given sequence does not follow a simple arithmetic or geometric pattern, and it is difficult to determine the explicit rule based on the given terms. It is possible that the sequence follows a more complex pattern or rule that is not apparent from the given terms.

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Answer: One way that Olivia might have found a combination of two transformations to move figure ABCDE onto figure A'B'C'D'E' is by using a combination of translations and rotations.

A translation is a type of transformation that moves a figure a certain distance in a specified direction, without changing its size or orientation. A rotation is a type of transformation that turns a figure about a fixed point, called the center of rotation, by a certain angle.

Olivia might have first translated figure ABCDE to a new location and then rotated it about a point to match the orientation of A'B'C'D'E'. For example, she could have translated figure ABCDE so that one vertex coincides with a corresponding vertex in A'B'C'D'E', and then rotated it about that common vertex so that the sides match up.

Alternatively, Olivia might have first rotated figure ABCDE to a new orientation and then translated it to the final position. The sequence of transformations could have been different, but the end result would still be figure ABCDE matching the orientation and position of A'B'C'D'E'.

Step-by-step explanation:

Answer:

4(−x−5)

Step-by-step explanation:

−4x−20

Factor out 4.

4(−x−5)

Answer: See image

Step-by-step explanation:

The bases are 5cm times 3cm, meaning that 2 parallel sides have to be 5cm by 3cm, 2 other parallel sides have to 2cm by 3cm, and the 2 other parallel sides have to be 5cm by 2cm.

Answer:

1. d)

4.a)

2.a)

5.d)

Step-by-step explanation:

Using mathematical operations of addition, multiplication, division, and subtraction, the final score was:

K = 42 points

W = 51 points.

What are mathematical operations?

The basic mathematical operations for getting mathematical results from numbers, values, and variables include addition, multiplication, division, and subtraction.

In this situation, we apply these four basic mathematical operations.

Fizzy = 2 points

X = 5 points

Total scores = 93 points

The points in 8 Fizzy = 16 points (8 x 2)

The points in 5 X s = 25 points (5 x 5)

The equation showing the total scores of K = total scores + 16 - 25

= (93 + 16 - 25)/2

= 42 points

The equation showing the total scores of W = total scores - 16 + 25

= (93 - 16 + 25)/2

= 51 points

Hence, Final scores are K = 42 and W = 51.

Thus, applying mathematical operations, the final score shows that K scored 42 points while W scored 51 points, totaling 93 points for the two teams.

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Answer:

-(a-b) (3-4x). hope this helps

\(\huge\underline{\purple{\bold{your \: answer \: is \: in \: attachment}}}\)

The value of 'r' as a subject is \(r=\sqrt{\dfrac{v^2}{m^2g^2}-1}}\).

Expression in maths is defined as the collection of the numbers variables and functions by using signs like addition, subtraction, multiplication and division.

The expression will be solved as:-

\(v =mg \sqrt{1-r^2\)

Squaring on both sides.

\(v^2=m^2g^2(1-r^2)\)

\(\dfrac{v^2}{m^2g^2}=1-r^2\)

\(r=\sqrt{\dfrac{v^2}{m^2g^2}-1}}\).

Hence, the expression is  \(r=\sqrt{\dfrac{v^2}{m^2g^2}-1}}\).

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Answer:

x = -12

Step-by-step explanation:

Answer:

STo solve for m in the equation -319.45 = m, we can isolate the variable m by adding 319.45 to both sides of the equation:

-319.45 + 319.45 = m + 319.45

This simplifies to:

0 = m + 319.45

Finally, we can subtract 319.45 from both sides to solve for m:

0 - 319.45 = m + 319.45 - 319.45

-319.45 = m

Therefore, the value of m is -319.45.tep-by-step explanation:

a. For a score of X = 70, a standard deviation of σ = 4 would give a better grade.

b. For a score of X = 80, both standard deviations would give the same grade.

a. To determine which standard deviation would give a better grade for a score of X = 70, we can compare the z-scores associated with each standard deviation.

The z-score measures the number of standard deviations a given value is from the mean.

For σ = 4:

Z = (X - μ) / σ

Z = (70 - 78) / 4

Z = -2  

For σ = 8:

Z = (X - μ) / σ

Z = (70 - 78) / 8

Z = -1

The z-score for σ = 4 is -2, while the z-score for σ = 8 is -1. A higher z-score indicates a better grade since it represents a score that is further above the mean.

Therefore, in this case, a standard deviation of σ = 4 would give a better grade.

b. Similarly, for a score of X = 80:

For σ = 4:

Z = (X - μ) / σ

Z = (80 - 78) / 4

Z = 0.5

For σ = 8:

Z = (X - μ) / σ

Z = (80 - 78) / 8

Z = 0.25.

The z-score for σ = 4 is 0.5, while the z-score for σ = 8 is 0.25.

Again, a higher z-score indicates a better grade.

Therefore, in this case, a standard deviation of σ = 4 would give a better grade.

In both scenarios, a standard deviation of σ = 4 would result in a better grade compared to σ = 8.

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Answer:

Step-by-step explanation:

y>3/2 x-1

y<3/2 x-1

graphs do not intersect any point.

so no solution.

Answer:

D

Step-by-step explanation:

no solution

The percent increase of the profit is 15%

In this question, the figures are given as

Profit in March = £2750

Profit in April = £3162.50

The percentage of the increase of the profit is then calculated using the following equation

Increase percentage = (Profit in April - Profit in March)/Profit in March * 100%

Substitute the known values in the above equation, so, we have the following representation

Increase percentage = (3162.50 - 2750)/2750 * 100%

Evaluate

Increase percentage = 15%

Hence, the increase in percentage is 15%

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Answer:

Step-by-step explanation:

Answer:

Hope that will help you get

Answer:

Step-by-step explanation:

(-4 - 8)/(5 + 1)= -12/6 = -2

Option C

We know that

• There are 14 employees with a salary of $21,400.

• 12 employees with a salary of $23,700.

• 17 employees with a salary of $26,100.

• 2 employees with a salary of $31,700.

• 5 employees with a salary of $39,700.

• 1 employee with a salary of $148,900.

To find the mean, we have to sum all the salaries first.

Then, we divide the sum by the total number of employees.

SAS triangle congruence theorem can be used to prove the triangle are congruent.

A triangle is a simple polygon with three sides and three interior angles. It is one of the basic forms of geometry in which three vertices are connected, and is represented by the symbol △. There are different types of triangles, classified based on their sides and angles. Two triangles are congruent if all three corresponding sides are equal and all three corresponding angles are equal. These triangles can be moved, rotated, flipped, and flipped to look identical. When rearranged they match each other. The congruence symbol is "≅".

Angle is the space between two intersecting lines or surface at or close to the point where they meet.

The SAS Postulate says that is the  triangles are congruent if any pair of the  corresponding sides and I their included angles are be congruent.

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The greater unit rate of the two functions is 2. The greater y-intercept of two functions is 6.

Unit rate can be defined as the ratio between two measurements with the second term as 1. It is considered to be different from a rate, in which a certain number of units of the first quantity is compared to one unit of the second quantity.

From the given table, (0, 5) and (5, 15)

Here, slope(m)=(y2-y1)/(x2-x1) =(15-5)/(5-0)

= 10/5

= 2

Substitute m=2, (x, y)=(0, 5) in y=mx+c, we get

5=2(0)+c

c=5

Substitute m=2, c=5 in y=mx+c, we get

y=2x+5 --------(I)

From the graph, (-4, 0) and (0, 6)

Here, slope(m)=(6-0)/(0+4)

= 3/2

= 1.5

Substitute m=1.5, (x, y)=(0, 6) in y=mx+c, we get

6=1.5(0)+c

c=6

Substitute m=1.5, c=6 in y=mx+c, we get

y=1.5x+6 --------(II)

Therefore, the greater unit rate of the two functions is 2. The greater y-intercept of two functions is 6.

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Answer:

Step-by-step explanation: The digit in the tenths place will be 1 place to the right of the decimal point.

So in this problem, the digit in the tenths place is 3.

Answer:

0.5217

Step-by-step explanation:

P(more than 5 customer arrive):

P(X>=6)=1-P(X<=5)=  1-∑x=0x e-λ*λx/x!= 0.5217

Answer:

slope=-2

Step-by-step explanation:

formula: y2-y1/x2-x1

3-9/5-2=

-6/3=

-2

Answer:

11/20x + 4

Step-by-step explanation:

Well you can jsut solve it normally following the order of operations.

So first you can distribute -(1/4x-1) which turns into 1/4x+1

4/5x+3+1/4x+1 combine like terms and you’d hey 11/20x +4

Answer:

Step-by-step explanation:

To check whether the given credit card number is valid or not, we need to apply the Luhn algorithm or the mod-10 algorithm. The Luhn algorithm works by adding up all the digits in the credit card number and checking if the sum is divisible by 10 or not. If it is, then the credit card number is considered valid, otherwise, it is invalid.

Let's apply the Luhn algorithm to the given credit card number:

Step 1: Starting from the rightmost digit, double every second digit

| 5 | 4 | 2 | 4 | 9 | 8 | 1 | 3 | 2 | 7 | 2 | 0 | 0 | 0 | 8 | 5 |

|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

| | 8 | | 8 | | 16| | 6 | | 14| | 0 | | 0 | | 10|

Step 2: If the doubled value is greater than 9, add the digits of the result

| 5 | 4 | 2 | 4 | 9 | 8 | 1 | 3 | 2 | 7 | 2 | 0 | 0 | 0 | 8 | 5 |

|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

| | 8 | | 8 | | 7 | | 6 | | 5 | | 0 | | 0 | | 1 |

Step 3: Add up all the digits in the credit card number, including the check digit

5 + 4 + 2 + 4 + 9 + 8 + 1 + 3 + 2 + 7 + 2 + 0 + 0 + 0 + 8 + 5 + 1 = 61

Step 4: If the sum is divisible by 10, then the credit card number is valid, otherwise, it is invalid.

61 is not divisible by 10, therefore the given credit card number is invalid.

Hence, it can be concluded that 5424 9813 2720 0085 is an invalid MASTERCARD credit card number.

As you can see, the angle x is splitted in two angles, one whose measure equals 75° and another one whose measure equals 42°, the measure of the angle x is then the sum of these angles, we can find it like this:

x = 75° + 42° = 117°

Then, x° equals 117

Answer:

20%

Step-by-step explanation:

The theoretical probability of drawing a red marble can be found by dividing the number of red marbles by the total number of marbles in the bag:

P(red) = number of red marbles / total number of marbles

P(red) = 5 / (5 + 8 + 12)

P(red) = 5 / 25

P(red) = 0.2

So the theoretical probability of randomly drawing a red marble is 20%, which corresponds to option (C).

A good practice to remember when adding transitions to a presentation is to ensure that they are purposeful, consistent, and enhance the overall flow of the presentation.

Purposeful: Use transitions to guide the audience through your key points and ideas, making sure they complement the content and contribute to the overall message.
Consistent: Maintain a consistent style of transitions throughout your presentation to maintain a cohesive look and feel. Avoid using too many different types of transitions, as this may be distracting.
Enhance flow: Transitions should help create a smooth flow between slides and ideas, making it easy for the audience to follow your presentation. Avoid using abrupt or overly flashy transitions that may interrupt the natural progression of your content.

finally, Test your presentation with the transitions to make sure they enhance the overall flow and comprehension of your message.

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Histogram for the following intervals will be,

5-9 (4)

10-14 (3)

15-19 (5)

20-24 (3)

Acc to our question-

hence, histogram will show the values.

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If the total height between two floors is 9'0 1/2" and 14 risers are to be used in a set of stairs, the height of each riser would be approximately 7.75 inches.

To find the height of each riser in a set of stairs given the total height between two floors, we need to divide the total height by the number of risers.

First, let's convert the total height to a consistent unit. The distance between two floors is given as 9'0 1/2". We can convert this to inches by multiplying the feet by 12 and adding the remaining inches:

9 feet = 9 * 12 = 108 inches

0 1/2 inch = 0.5 inch

Total height = 108 + 0.5 = 108.5 inches

Next, we divide the total height by the number of risers (14) to find the height of each riser:

Height of each riser = Total height / Number of risers

Height of each riser = 108.5 inches / 14

Using a calculator, we can compute:

Height of each riser ≈ 7.75 inches

Therefore, the height of each riser in the set of stairs would be approximately 7.75 inches.

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