A line has a slope of -2/5 and passes through the point (10,7) . Write the equation of this line in point-slope form, slope-intercept form, and standard form.

i will give brainliest if you help

The answer is "false". The interval [1, 2] contains all the real numbers between 1 and 2 including the endpoints.

An interval notation is used for representing the continuous set of real values. This is the shortest way of writing inequalities.

Intervals are represented within the brackets such as square brackets or open brackets(parenthesis).

The given interval is [1, 2]

The given statement is - 'the interval [1, 2] contains exactly two numbers - the numbers 1 and 2'

The given statement is 'false'.

This is beacuse, an interval consists set of all the real values in between the two values given.

So, according to the definition, there are not only the end values but also many real values in between them.

Thus, the answer is "false". The interval [1, 2] consists of all the real values between 1 and 2 including 1 and 2.

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Answer:

1,178.097245 cm3

Step-by-step explanation:

i think id k tho

With the help of parabolic trajectory, the apple seed will land 2 feet away from Joanne. The correct answer is (B) 2 ft.

To determine how many feet away from Joanne the apple seed will land, we need to find the x-coordinate of the vertex of the parabolic trajectory. The x-coordinate represents the horizontal distance from Joanne.

The equation of the parabola is \(y = -x^2 + 4\). The vertex form of a parabola is given by \(y = a(x-h)^2 + k\), where (h, k) represents the coordinates of the vertex. we need to determine the x-coordinate of the point where the parabola intersects the x-axis.

Given the equation of the parabola  \(y = -x^2 + 4\), we can set y equal to 0 and solve for x:

\(0 = -x^2 + 4\)

Rearranging the equation, we get:

\(x^2 = 4\)

Taking the square root of both sides, we have:

\(x = \pm2\)

Since the apple seed is traveling along a parabola, we consider the positive value of x, which gives us x = 2.

Therefore, the apple seed will land 2 feet away from Joanne.

The correct answer is (B) 2 ft.

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The sequence cos(0),cos(π),cos(2π),cos(3π),cos(4π),… can be represented as a function k: N -> R, where N is the set of natural numbers and R is the set of real numbers. The domain of the function is the set of natural numbers, and the codomain is the set of real numbers. The function l: N -> {-1,1}, where l(n) = (-1)^(n).

The sequence 1,14,19,116,… can be represented as a function f: N -> N, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: f(1) = 1, f(2) = 14, f(3) = 19, f(4) = 116, and so on.
The sequence 13,19,127,181,… can be represented as a function g: N -> N, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: g(1) = 13, g(2) = 19, g(3) = 127, g(4) = 181, and so on. The domain of the function is the set of natural numbers, and the codomain is also the set of natural numbers. We can see that this sequence is not equal to any of the other sequences given.

The sequence 1,−1,1,−1,1,−1,… can be represented as a function h: N -> {-1,1}, where N is the set of natural numbers. The rule for determining the outputs of the function is as follows: h(1) = 1, h(2) = -1, h(3) = 1, h(4) = -1, and so on. The domain of the function is the set of natural numbers, and the codomain is the set {-1,1}. We can see that this sequence is equal to the function f: N -> {-1,1}, where f(n) = (-1)^(n+1).

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Answer:

.72x + .27 = .36(x + 3)

(x+1) & (x-5) are the factors of given equation.

The given Equation is,

x3- \(3x^{3}\) - 9

Here, If we substitute x =5, in the given equation, then we find

     (5)3 - 3(5)3 - 9*5 -5 = 0

x-5 is factor of given equation to find another factor dividing given equation by x-5

    we will get =(x2+2x+1) after dividing the equation by x - 5

Hence x3- \(3x^{3}\) - 9 =(x2+2x+1) (x-5)

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

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Step-by-step explanation:

AB = 72 so, then FB would be half of that

so 72 divided by 2 would be 36

5x+1=36 then do substitution

-1 from both sides (from +1 you gotta do the inverse)

5x = 35

divide 5 from both sides because in between 5 and x is a times so the inverse of that is divide

x = 7

(Say I'm righting to sasha)

Hi Sasha! I understand this math is hard,but I'm here to help. 9 goes on top of 14!

If we put 14 on top of 9 it would be an inproper fraction,that's when a fraction is not very easy to work with. Now, we could do 9÷14. :)

Hope dis helps!

~Learning with Natalia~

If we put 14 on top of 9 it would be an inproper fraction,that's when a fraction is not very easy to work with. Now, we could do 9÷14. :)

Answer:

29

Step-by-step explanation:

i think this is helpful

Translating the phrases into algebraic equation, peter's number would be: 29.

Let the unknown value be variable x, then translate the phrases given into algebraic expressions and solve for the unknown variable.

Let Peters number be x

-6(x - 14) = -90

Solve for x

-6x + 84 = -90

-6x = -90 - 84

-6x = -174

x = 29

Therefore, translating the phrases into algebraic equation, peter's number would be: 29.

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From given report, on average college women gain more weight than college men during their first year of college.

In this question, we ahve been given a study is conducted to show that college women, on average, gain more weight than college men during their first year of college.

The study is completed and reports a p-value of 0.001

We need to write the conclusion for above situation.

We can see that the results are statistically significant.

And from given p-value, we can say that on average college women gain more weight than college men during their first year of college.

Therefore, on average college women gain more weight than college men.

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Answer:

slope =-1

Step-by-step explanation:

i dont think there is any steps for this problem ;-;

Answer:

the answer is the first choice

Step-by-step explanation:

A slope of 1 would mean that the m is 1, which is the number next to the x, so the choices that don't have a 1 there are wrong. Next pick one of the 2 remaining answer choices, and plug in the point (4,6) to test if it goes through that line. If the equation checks out, (ex. 6=6), then that's the answer! If it doesn't work (ex. -1=2), then test the other one.

Answer:

The quotient of 3/5 and 2/3 is 9/10

Explanation:

3/5 divided by 2/3 is 9/10

Or a easier way to divide fractions is this way:

3/5 divided by 2/3 = ?

Flip the second fraction (from 2/3 to 3/2)

And then multiply:

3/5 x 3/2 = 9/10

(Simplify if needed but in this problem there is no need to simplify)

Answer:

The rules when writing a number in standard form is that first you write down a number between 1 and 10, then you write × 10(to the power of a number). On a calculator, you usually enter a number in standard form as follows: Type in the first number (the one between 1 and 10).

Step-by-step explanation:

Answer:

0.16

Step-by-step explanation:

Answer:

1oz =29.5735ml

Step-by-step explanation:

Multiply your fluid ounces number by 29.5735 to convert US fluid ounces to millilitres. Multiply your number by 28.4131 if you're using British Imperial fluid ounces as your unit of measurement. The British Imperial ounce is somewhat smaller than the US fluid ounce.

Even though one fluid ounce is slightly less than 29 millilitres, the numbers on nutrition labels are rounded up to 30. In the US, a fluid ounce is a unit of volume. Both fl oz and fluid ounces are acceptable abbreviations for fluid ounces.

The ratio of 1 fluid ounce to 29.57353193 millilitres is known as the ounce-to-millilitre conversion factor.

An ounce is a unit of weight that is equal to 480 grains, or 1/12 pound, in the troy and apothecaries' systems and 1/16 pound (437 1/2 grains) in the avoirdupois system.

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The graph that will most represent this information will display rate of decrease in the number of road accidents per year. The Option D is correct.

This would be rate of decrease in the number of road accidents per year that will display impact of the new rule on reducing the number of road accidents over time.

By graphing this measure, it would allow for a visual representation of the trend in the number of accidents which could help evaluate the success of the new rule. It may need to be combined with other measures like number of tickets issued for violating the rule or the number of vehicles checked for compliance etc.

Full question "The state highway patrol wants to evaluate a new rule for vehicles that was put into place to prevent road accidents across all large cities. Which measure would be displayed in a graph most appropriately representing this information? A. the rate of decrease in the number of vehicles purchased per year B. the total number of road accidents per year C. the total number of vehicles per person D. the rate of decrease in the number of road accidents per year"

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｡･:*:･ﾟ★,｡･:*:･ﾟ☆50｡･:*:･ﾟ★,｡･:*:･ﾟ☆

༶•┈┈⛧┈♛To find volume, you use the formula, bxwxh (base x width x hight), which gave me 50! (I also took the test ´◡` )♛┈⛧┈┈•༶

The volume of the sculpture in cubic meters should be considered as the 150 m3.

Since

The area of the base of the sculpture is 15 square meters and it has a height of 10 meters.

So here the volume be like

= 15 (10)

= 150 m3

hence, The volume of the sculpture in cubic meters should be considered as the 150 m3.

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h = 11.9 cm

cos = adjacent/ hypotenuse

therefore:

cos(24) = h/ 13

rearrange:

h = 13cos(24)

put into calculator:

h = 11.8760...

rounded to one decimal point:

h = 11.9cm

Answer:

11

Step-by-step explanation:

The required distance left to the walk will be 11 km.

The percentage is defined as a ratio expressed as a fraction of 100.

Let the total distance of the walk would be x km

As per the given information, the required solution would be as:

⇒ 45% of x = 9

45%  is expressed as 45/100 in fractional form

⇒ (45/100)x = 9

45/100  is expressed as 0.45 in decimal form

⇒ 0.45x = 9

⇒ x = 9/0.45

⇒ x = 20

So the total distance of the walk is 20 km

Since he has already walked 9 km.

So, he has left to the distance of the walk = 20 - 9 = 11 km

Therefore, the required distance left to the walk will be 11 km.

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The chance of coming up heads 99 times in a row is abysmally small.

50%^99 = 1.57 * 10^-30.

This however has already happened, it does not influence penny flip. the next.

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true. The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates the impossibility of the event and 1 indicates certainty.

A penny has two sides,

so the chance of it landing on one side is 1/2 = 0.5 = 50%.

So the result of the next flip has a chance of 50% of coming up heads.

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Ramon rode his bike away from home, covering a distance of 8 meters in 4 seconds. After stopping for 3 seconds to tie his shoe, he realized he forgot something and moved back towards home, covering another 8 meters in 2 seconds. In total, Ramon covered a distance of 16 meters.

let's break down Ramon's movements step by step:
1. Ramon rides his bike away from his house and moves 2 meters every second for 4 seconds.
  - In this step, Ramon covers a distance of 2 meters/second * 4 seconds = 8 meters.
2. Ramon stops for 3 seconds to tie his shoe.
  - During this time, Ramon does not cover any distance since he is stationary.
3. Ramon realizes he forgot something at home and goes back, moving 4 meters every second for 2 seconds.
  - In this step, Ramon covers a distance of 4 meters/second * 2 seconds = 8 meters.
To find the total distance covered by Ramon, we add the distances covered in each step:
8 meters (away from home) + 0 meters (stationary) + 8 meters (back towards home) = 16 meters
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Answer:

Parallel line - y=6x+9

Perpendicular line - y=-1/6x +4

Step-by-step explanation:

Parallel lines have a slope that is equal to the origninal equation. You use the y-y1=m(x-x1) equation. In this case, your y1 is 3 and your x1 is -1. Plug these into the equation along with your slope of 6.

y-y1=m(x-x1)

y-3=6(x-(-1))

y-3=6(x+1)

y-3=6x+6 - Distribute

+3 +3 - Add 3 to both sides

y=6x+9

For perpendicular lines, the slope is the negative reciprocal of the given slope. In this case, the slope is -1/6. Your y1 is 4 and your x1 is 0.

y-y1=m(x-x1)

\(y - 4 = - \frac{1}{6} (x - 0)\)

Distribute:

\(y - 4 = - \frac{1}{6} x\)

+4 +4

Add 4 to both sides:

\(y = - \frac{1}{6} x + 4\)

First we need to find f(2), this is when x=2 on the funciton F

from the table we can notice when x=2 f is 3

now, we need to find g(3), it is when x is 3 on the funcion G

from the table we can notice wen x=3 G is -2

so

The Six Sigma process is a quality management approach that aims to reduce the number of defects in a process by identifying and eliminating the causes of variation. True.

It is a data-driven approach that seeks to improve the quality of products or services by reducing variability and increasing process efficiency.

One of the defining characteristics of the Six Sigma process is that it requires the specification limits to be set at least six standard deviations away from the mean of the process.

This means that the process is designed to produce products or services that are within the specifications with a high degree of certainty, as the chances of the output falling outside of the specification limits are very low.

The Six Sigma approach involves several steps, including defining the problem, measuring the process, analyzing the data, improving the process, and controlling the process.

It is a rigorous approach that requires the involvement of all levels of the organization and relies on statistical tools and techniques to identify and eliminate the causes of variation in the process.

The Six Sigma process has been widely adopted by many organizations in various industries, including manufacturing, healthcare, finance, and services, to improve their processes, reduce defects, and increase customer satisfaction.

It has proven to be an effective approach for improving the quality of products and services, reducing costs, and increasing profitability.

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The boxes filled by the machine are underweight if the standard deviation is 0. 3 oz  is 0.62%

we are given a box of oatmean containing 16 oz, a  machine that fille the oatmeal boxes on an average  of 16.5 oz boxes and the boxes filled by the machine have weights that can be closely approximated by a normal curve, at last, we are given the standard deviation of  0. 3 oz .The formula we are referring to for calculating the z score is  

z = x- mean /standard deviation , where x is the observed value

So for the standard  value of  0.3 oz, z= 16-16.5/0.3 = -2.5

The probability for the  score -2.5 is s 0.0062 or 0.62%

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The rancher has 5,280 acres left after selling off 5 quarter sections.

There are different ways to approach this problem, but one possible method is to convert all the sections and subsections to acres and then subtract the number of acres sold.

One section is equal to 640 acres (1 mile x 1 mile)

One-half section is equal to 320 acres (1/2 mile x 1 mile)

The one-quarter section is equal to 160 acres (1/2 mile x 1/2 mile)

The rancher owns:

8 full sections x 640 acres/section = 5,120 acres

3 half sections x 320 acres/half section = 960 acres

Total = 6,080 acres

The rancher sells off:

5 quarter sections x 160 acres/quarter section = 800 acres

The number of acres left is:

6,080 acres - 800 acres = 5,280 acres

Therefore, the rancher has 5,280 acres left after selling off 5 quarter sections.

Answer: There are 5,280 acres left.

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Answer:

r= RE/I

Step-by-step explanation:

E=I(R+r)

divide both sides by I

E/I = R+r

subtract both sides by R

R(E/I) = r

r = RE/I

Answer:

\(x=-\frac{5}{2}\)

Step-by-step explanation:

\(2^{2x}=\frac{1}{32}\)

\(2^{2x}=\frac{1}{2^5}\)

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

\(2x=-5\)

\(x=-\frac{5}{2}\)

Answer:

x= 1/128

Step-by-step explanation:

Evaluate 2^2x= 1/32

4x=1/32

divide

4x=1/32

4x/4= 1/32/4

simplify

x=1/128

This question is incomplete

Complete Question

An arts academy requires there to be 5 teachers for every 90 students and 3 tutors for every 30 students.

How many students does the academy have per​ teacher?Per​ tutor?

How many tutors does the academy need if it has 80 students

Answer:

a) 18 students per teacher

b) 10 students per tutor

c) 8 tutors

Step-by-step explanation:

a) How many students does the academy have per teacher?

5 teachers for every 90 students

Hence,

5 teachers = 90 students

1 teacher = x students

Cross Multiply

5 × x = 1 × 90

5x= 90

x = 90/5

x = 18 students

We have 18 students per teacher

b) How many students Per​ tutor?

3 tutors = 30 students.

1 tutor = x students

3 × x = 30 × 1

x = 30/3

x = 10 students

We have 10 students per tutor

c) How many tutors does the academy need if it has 80 students

3 tutors = 30 students.

30 students = 3 tutors

80 students = x tutors

Cross Multiply

30 × x = 80 × 3

x = 80 × 3/30

x = 8 tutors

The school needs 8 tutors for 80 students.